Bibliography on Knowledge Spaces
maintained by Cord Hockemeyer

[Albert, 1993]

Albert, D. (1993). Mathematische Modellierung von Wissensstrukturen [Mathematical modeling of knowledge structures]. In L. Montada, editor, Bericht über den 38. Kongreß der Deutschen Gesellschaft für Psychologie in Trier 1992, volume 2, pp. 835–837, Göttingen. Hogrefe.

[Albert, 1994a]

Albert, D., editor (1994). Knowledge Structures. Springer Verlag, New York.

[Albert, 1994b]

Albert, D. (1994). Neuere Entwicklungen in der Wissensdiagnostik [Recent developments in the assessment of knowledge]. In Herbert Janig, editor, Psychologische Forschung in Österreich, pp. 25–29, Klagenfurt, Austria. Universitätsverlag Carinthia. Bericht über die 1. Wissenschaftliche Tagung der Österreichischen Gesellschaft für Psychologie.

[Albert, 1996]

Albert, D. (1996). Die Repräsentation von individuellen Werten [The representation of individual values]. In G. Trommsdorff & H.-J. Kornadt, editors, Gesellschaftliche und indiviuelle Entwicklung in Japan und Deutschland, pp. 299–315. Universitäts–Verlag Konstanz.

[Albert, 2003]

Albert, D. (2003). Contributions of the psychology of knowledge to learning science and education. Journal of Learning and Curriculum Development, 2 ,111–116.

[Albert and Held, 1994]

Albert, D. & Held, T. (1994). Establishing knowledge spaces by systematical problem construction. In Dietrich Albert, editor, Knowledge Structures, pp. 78–112. Springer Verlag, New York.

[Albert and Held, 1996]

Albert, D. & Held, T. (1996). Wissensstrukturen für Leistungen in Sprachtests [Knowledge structures for language test performances]. In Mario Jirasko, Judith Glück, & Brigitta Rollett, editors, Perspektiven psychologischer Forschung in Österreich [Prospects of psychological research in Austria], pp. 65–68. WUV-Universitätsverlag, Wien, Austria.

[Albert and Held, 1999]

Albert, D. & Held, T. (1999). Component based knowledge spaces in problem solving and inductive reasoning. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 15–40. Lawrence Erlbaum Associates, Mahwah, NJ.

[Albert and Hockemeyer, 1997]

Albert, D. & Hockemeyer, C. (1997). Adaptive and dynamic hypertext tutoring systems based on knowledge space theory. In Benedict du Boulay & Riichiro Mizoguchi, editors, Artificial Intelligence in Education: Knowledge and Media in Learning Systems, volume 39 of Frontiers in Artificial Intelligence and Applications, pp. 553–555, Amsterdam. IOS Press.

[Albert and Hockemeyer, 1999]

Albert, D. & Hockemeyer, C. (1999). Developing curricula for tutoring systems based on prerequisite relationships. In Geoff Cumming, Toshio Okamoto, & Louis Gomez, editors, Advanced Research in Computers and Communications in Education: New Human Abilities for the Networked Society, volume 2, pp. 325–328, Amsterdam. IOS Press. Proceedings of the 7th International Conference on Computers in Education (ICCE), Chiba, Japan.

[Albert and Hockemeyer, 2002]

Albert, D. & Hockemeyer, C. (2002). Applying demand analysis of a set of test problems for developing an adaptive course. In Proceedings of the International Conference on Computers in Education ICCE 2002, pp. 69–70, Los Alamitos, CA. IEEE Computer Society.

[Albert and Kaluscha, 1997]

Albert, D. & Kaluscha, R. (1997). Adapting knowledge structures in dynamic domains. In Christian Herzog, editor, Beiträge zum Achten Arbeitstreffen der GI–Fachgruppe 1.1.5/7.0.1 ``Intelligente Lehr–/Lernsysteme'', September 1997, Duisburg, Germany [Contributions of the 8th workshop of the GI SIG ``Intelligent Tutoring Systems''], pp. 89–100. TU München.

[Albert and Lukas, 1999]

Albert, D. & Lukas, J., editors (1999). Knowledge Spaces: Theories, Empirical Research, Applications. Lawrence Erlbaum Associates, Mahwah, NJ.

[Albert and Mori, 2001]

Albert, D. & Mori, T. (2001). Contributions of cognitive psychology to the future of e-learning. Bulletin of the Graduate School of Education, Hiroshima University, Part I (Learning and Curriculum Development), 50 ,25–34.

[Albert and Musch, 1996a]

Albert, D. & Musch, J. (1996). Knowledge space modeling of Ravens advanced progressive matrices (APM) test. In V. Kolesaric & D. Ivanec, editors, Abstracts of the 4th Alps Adria Psychology Symposium, p. 39, Zagreb, Croatia. Department of Psychology, Faculty of Philosophy, University of Zagreb.

[Albert and Musch, 1996b]

Albert, D. & Musch, J. (1996). Ravens advanced progressive matrices. In Angela Schorr, editor, Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Marburg, Germany, p. 3, Lengerich, Germany. Pabst Science Publishers.

[Albert and Pilgerstorfer, 2007]

Albert, D. & Pilgerstorfer, M. (2007). Preliminary considerations on personalized assessment of logical and moral thinking skills. In Daniela Camhy, editor, Philosophical Foundations of Innovative Learning. Proceedings of the International Conference on Philosophy for Children 2005, volume 18 of Conceptus–Studien, pp. 55–61, St. Augustin, Germany. Academia Verlag.

[Albert and Schrepp, 1999]

Albert, D. & Schrepp, M. (1999). Structure and design of an intelligent tutoring system based on skill assignments. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 179–196. Lawrence Erlbaum Associates, Mahwah, NJ.

[Albert and Stefanutti, 2003a]

Albert, D. & Stefanutti, L. (2003). Knowledge structures and didactic model selection in learning object navigation. In Friedrich W. Hesse & Yasuhisa Tamura, editors, The Joint Workshop of Cognition and Learning through Media–Communication for Advanced E-Learning (JWCL), pp. 1–10. Japanisch–Deutsches Zentrum Berlin (JDZB).

[Albert and Stefanutti, 2003b]

Albert, D. & Stefanutti, L. (2003). Ordering and combining learning objects through skill maps and asset structures. In Proceedings of the International Conference on Computers in Education ICCE 03, Hong Kong. Asia–Pacific Chapter of the Association for the Advancement of Computers in Education.

[Albert and Steiner, 2005a]

Albert, D. & Steiner, C. M. (2005). Empirical validation of concept maps: Preliminary methodological considerations. In P. Goodyear, D. G. Sampson, D. J. Yang, Kinshuk, T. Okamoto, R. Hartley, & N. Chen, editors, The 5^th IEEE International Conference on Advanced Learning Technologies, Kaohsiung, Taiwan, 5–8 July 2005, pp. 216–218, Los Alamitos, CA. IEEE Computer Society.

[Albert and Steiner, 2005b]

Albert, D. & Steiner, C. M. (2005). Representing domain knowledge by concept maps: How to validate them? In Toshio Okamoto, Dietrich Albert, T. Honda, & Friedrich W. Hesse, editors, The 2^nd Joint Workshop of Cognition and Learning through Media–Communication for Advanced e–Learning, pp. 169–174.

[Albert et al., 1990]

Albert, D., Bahrick, H. P., Falmagne, J.-C., Witteveen, C., d'Ydewalle, G., & Toda, M. (1990). Representation and assessment of knowledge. In B. Wilpert, H. Motoaki, & J. Mitsumi, editors, General Psychology and Environmental Psychology, volume 2, pp. 9–98. Proceedings of the 22nd International Congress of Applied Psychology.

[Albert et al., 1994a]

Albert, D., Dowling, C. E., & Riesenhuber, E. (1994). Empirische Validierung von Expertenwissen zu Sprachfertigkeiten von Kindern [Empirical validation of experts' knowledge on language skills of children]. In K. Pawlik, editor, Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994, p. 23. Hogrefe.

[Albert et al., 1994b]

Albert, D., Schrepp, M., & Held, T. (1994). Construction of knowledge spaces for problem solving in chess. In Gerhard H. Fischer & Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pp. 123–135. Springer–Verlag, New York.

[Albert et al., 2001]

Albert, D., Hockemeyer, C., Conlan, O., & Wade, V. (2001). Reusing adaptive learning resources. In C.-H. Lee et al., editor, Proceedings of the International Conference on Computers in Education ICCE/SchoolNet2001, volume 1, pp. 205–210.

[Albert et al., 2002]

Albert, D., Hockemeyer, C., & Wesiak, G. (2002). Current trends in elearning based on knowledge space theory and cognitive psychology. Psychologische Beiträge, 44 ,478–494.

[Albert et al., 2006]

Albert, D., Hockemeyer, C., & Mori, T. (2006). Memory, knowledge, and e-learning. In Lars-Göran Nilsson & Nobuo Ohta, editors, Memory and Society, pp. 87–108. Psychology Press, Hove, UK.

[Albert et al., 2007a]

Albert, D., Hockemeyer, C., Kickmeier-Rust, M. D., Peirce, N., & Conlan, O. (2007). Microadaptivity within complex learning situations — a personalized approach based on competence structures and problem spaces. In B. Chang, A. Kashihara, J. Kay, J. Lee, T. Matsui, R. Okamoto, D. Suthers, & F. Y. Yu, editors, Proceedings of the international Conference on Computers in Education (ICCE 2007). IOS Press.

[Albert et al., 2007b]

Albert, D., Hockemeyer, C., Kulcsar, Z., & Shorten, G. (2007). Competence assessment for spinal anaesthesia. In Andreas Holzinger, editor, HCI and Usability for Medicine and Health Care. Proceedings of the Third Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society, USAB 2007 Graz, Austria, November, 22, 2007, volume 4799 of Lecture Notes in Computer Science, pp. 165–170, Berlin. Springer.

[Albert et al., 2007c]

Albert, D., Hockemeyer, C., Mayer, B., & Steiner, C. (2007). Cognitive structural modelling of skills for technology enhanced learning. In J. Spector, D. Sampson, T. Okamoto, Kinshuk, S. Cerri, M. Ueono, & A. Kashihara, editors, Proceedings of the 7th IEEE International Conference on Advanced Learning Technologies (ICALT), pp. 322–324.

[Albert et al., 2008a]

Albert, D., Kickmeier-Rust, M. D., & Matsuda, F. (2008). A formal framework for modelling the developmental course of competence and performance in the distance, speed, and time domain. Developmental Review, 28 ,401–420.

[Albert et al., 2008b]

Albert, D., Nussbaumer, A., & Steiner, C. (2008). Using visual guidance and feedback based on competence structures for personalising e-learning experience. In ICCE 2008 — The 16th International Conference on Computers in Education, pp. 3–10. Asia–Pacific Society for Computers in Education.

[Albert et al., 2009a]

Albert, D., Nussbaumer, A., Steiner, C., Hendrix, M., & Cristea, A. (2009). Design and development of an authoring tool for pedagogical relationship types between concepts. In Proceedings of the 17th International Conference on Computer in Education (ICCE 2009, pp. 194–196.

[Albert et al., 2009b]

Albert, D., Wong, S., & Wesiak, G. (2009). Structure for assessing teachers it states. In Proceedings of the 1st International Conference on Educational Research and Practice (ICERP): Enhancing Human Capital through Teacher Education, pp. 1017–1032.

[Albert et al., 2010]

Albert, D., Nussbaumer, A., & Steiner, C. (2010). Towards generic visualisation tools and techniques for adaptive e-learning. In Proceedings of the 18th International Conference on Computers in Education, pp. 61–65.

[Albert et al., 2012]

Albert, D., Hockemeyer, C., Kickmeier-Rust, M. D., Nussbaumer, A., & Steiner, C. M. (2012). E–learning based on metadata, ontologies and competence-based knowledge space theory. In D. Lukose, A. R. Ahmad, & A. Suliman, editors, Knowledge Technology. Third Knowledge Technology Week, KTW 2011, volume 295 of Communications in Computer and Information Science, pp. 24–36, Berlin. Springer.

[Albert et al., 2013]

Albert, D., Wesiak, G., & Ünlü, A. (2013). Generating and validating relations between sets/tests. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 193–228. Springer, Heidelberg.

[Albert et al., 2017]

Albert, D., Nussbaumer, A., Kuo, B., Foltz, P., & Hu, X. (2017). Competence-based knowledge structures and current challenges for e-assessment. In R. Sottilare, A. Graesser, X. Hu, & G. Goodwin, editors, Design recommendations for intelligent tutoring systems: Volume 5 - assessment methods, pp. 21–28. U.S. Army Research Laboratory (ARL), Orlando, FL, USA.

[Anselmi et al., 2012]

Anselmi, P., Pobusto, E., & Stefanutti, L. (2012). Uncovering the best skill multimap by constraining the error probabilities of the gain–loss model. Psychometrika, 77 (4) ,763–781.

[Anselmi et al., 2013]

Anselmi, P., Pobusto, E., & Stefanutti, L. (2013). A procedure for identifying the best skill multimap in the gain–loss model. Electronic Notes in Discrete Mathematics, 42 ,9–16.

[Anselmi et al., 2016]

Anselmi, P., Robusto, E., Stefanutti, L., & de Chiusole, D. (2016). An upgrading procedure for adaptive assessment of knowledge. Psychometrika, 81 (2) ,461–482.

[Anselmi et al., 2017]

Anselmi, P., Stefanutti, L., de Chiusole, D., & Robusto, E. (2017). The assessment of knowledge and learning in competence spaces: The gain–loss model for dependent skills. British Journal of Mathematical and Statistical Psychology, 70 ,457–479.

[Anselmi et al., 2021]

Anselmi, P., Stefanutti, L., de Chiusole, D., & Robusto, E. (2021). Modeling learning in knowledge space theory through bivariate Markov processes. Journal of Mathematical Psychology, 103 ,102549.

[Anselmi et al., 2022]

Anselmi, P., Heller, J., Stefanutti, L., & Robusto, E. (2022). Constructing, improving, and shortening tests for skill assessment. Journal of Mathematical Psychology, 106 ,102621.

[Arasasingham et al., 2004]

Arasasingham, R. D., Taagepera, M., Potter, F., & Lonjers, S. (2004). Using Knowledge Space Theory to assess student understanding of stoichiometry. Journal of Chemical Education, 81 ,1517–1523.

[Arasasingham et al., 2005]

Arasasingham, R. D., Taagepera, M., Potter, F., Martorell, I., & Lonjers, S. (2005). Assessing the effect of WEeb–based learning tools on student understanding of stoichiometry. Journal of Chemical Education, 82 ,1251–1262.

[Arracher, 2000]

Arracher, A. (2000). Effekte der Anordnung visueller Information am Bildschirm auf das ALEPH-Benutzerverhalten. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Augustin et al., 2011]

Augustin, T., Hockemeyer, C., Kickmeier-Rust, M., & Albert, D. (2011). Individualized skill assessment in digital learning games: Basic definitions and mathematical formalism. IEEE Transactions on Learning Technologies, 4 ,138–148.

[Augustin et al., 2013]

Augustin, T., Hockemeyer, C., Kickmeier-Rust, M. D., Podbregar, P., Suck, R., & Albert, D. (2013). The simplified updating rule in the formalization of digital educational games. Journal of Computational Sciences, 4 ,293–303.

[Augustin et al., 2015]

Augustin, T., Hockemeyer, C., Suck, R., Podbregar, P., Kickmeier-Rust, M. D., & Albert, D. (2015). Individualized skill assessment in educational games: The mathematical foundations of partitioning. Journal of Mathematical Psychology, 67 ,1–7.

[Bartl and Belohlávek, 2007]

Bartl, E. & Belohlávek, R. (2007). Knowledge spaces, attribute dependencies, and graded knowledge states. In IEEE Fuzzy Systems Conference 2007, pp. 1–6. IEEE.

[Bartl and Belohlávek, 2008]

Bartl, E. & Belohlávek, R. (2008). Knowledge spaces with graded knowledge states. In International Symposium on Knowledge Acquisition and Modeling, pp. 3–8. IEEE.

[Bartl and Belohlávek, 2011]

Bartl, E. & Belohlávek, R. (2011). Knowledge spaces with graded knowledge states. Information Sciences, 181 ,1426–1439.

[Baumunk, 1995]

Baumunk, K. (1995). Die empirische Erhebung einer Struktur von Schulwissen im Fach Mathematik. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

[Baumunk, 1996]

Baumunk, K. (1996). Die Validierung von Wissensstrukturen im Bruchrechnen [Validating knowledge structures in the field of fractions]. In Festschrift zur Verleihung des Georg-Sieber-Preises 1996, pp. 34–37. Wissenschaftliche Gesellschaft zur Förderung der Psychologie.

[Baumunk and Dowling, 1996]

Baumunk, K. & Dowling, C. E. (1996). Die Validität von Wissensstrukturen im Bruchrechnen. In Angela Schorr, editor, Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Eichstätt, Germany, pp. 17–18, Lengerich, Germany. Pabst Science Publishers.

[Baumunk and Dowling, 1997]

Baumunk, K. & Dowling, C. E. (1997). Validity of spaces for assessing knowledge about fractions. Journal of Mathematical Psychology, 41 ,99–105.

[Baumunk and Dowling, 1998]

Baumunk, K. & Dowling, C. E. (1998). Der Einfluß von Frageformulierungen und Fragestrategien auf Fehlurteile bei der Expertenbefragung. In Harald Lachnit, Arthur Jacobs, & Frank Rösler, editors, Experimentelle Psychologie: Abstracts der 40. Tagung experimentell arbeitender Psychologen, 6.–9. April 1998, Marburg, Germany, p. 17, Lengerich, Germany. Pabst Science Publishers.

[Belohlávek, 2003]

Belohlávek, R. (2003). Birkhoff variety theorem and fuzzy logic. Archive for Mathematical Logic, 42 ,781–790.

[Bloom et al., 1992]

Bloom, C., Villano, M., & VanLehn, K. (1992). Application of artificial intelligence technologies to training systems: Computer-based diagnostic testing systems. Technical Report Contract No. F41624-91-C-5002, Technical Training Research Division, Human Resources Directorate, Brooks AFB, TX.

[Brandt et al., 1999]

Brandt, S., Albert, D., & Hockemeyer, C. (1999). Surmise relations between tests - preliminary results of the mathematical modelling. Electronic Notes in Discrete Mathematics, 2.

[Brandt et al., 2003]

Brandt, S., Albert, D., & Hockemeyer, C. (2003). Surmise relations between tests - mathematical considerations. Discrete Applied Mathematics, 127 (2) ,221–239.

[Breen et al., 2014]

Breen, D., Aboulafia, A., Zhang, D., Hockemeyer, C., Albert, D., & Shorten, G. (2014). Defining a competence map for a practical skill. The Clinical Teacher, 11 (7) ,531–536.

[Bruchmann, 1993]

Bruchmann, F. (1993). Die Erhebung ausgewählter Wissensstrukturen von Lehrern zur Diagnose von Schulwissen im Fach Mathematik. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

[Bull et al.]

Bull, S., Wasson, B., Kickmeier-Rust, M. D., Johnson, M. D., Moe, E., Handsen, C., Meissl-Egghart, G., & Hammermueller, K.Assessing english as a second language: From classroom data to a competence-based open learner model. In ICCE2012: The 20^th International Conference on Computers in Education.

[Bull et al., 2013]

Bull, S., Kickmeier-Rust, M. D., Vatrapu, R. K., Johnson, M. D., Hammermueller, K., Byrne, W., Hernandez-Munoz, L., Giorgini, F., & Meissl-Egghart, G. (2013). Learning, learning analytics, activity visualisation and open learner model: Confusing? In Davinia Hern�ndez-Leo, Tobias Ley, Ralf Klamma, & Andreas Harrer, editors, Scaling up Learning for Sustained Impact: 8^th European Conference on Technology Enhanced Learning, EC-TEL 2013, volume 8095 of Lecture Notes in Computer Science, pp. 532–535, Berlin, Heidelberg. Springer.

[Bullock et al., 2009]

Bullock, D., Callahan, J., Ban, Y., Ahlgren, A., & Schrader, C. (2009). The implementation of an online mathematics placement exam and its effects on student success in precalculus and calculus. In Proceedings of the ASEE Annual Conference and Exposition.

[Callahan et al., 2008]

Callahan, J., Chyung, S. Y., Guild, J., Clement, W., Guarino, J., & Bullock, D. (2008). Enhancing precalculus curricula eith e–learning: Implementation and assessment. In Proceedings of the ASEE Annual Conference and Exposition.

[Cao et al., 2021]

Cao, X., Lin, F., Sun, W., & Li, J. (2021). A note on knowledge structures delineated by fuzzy skill multimaps. Technical report. Electronic Preprint arXiv:2112.08108, arXiv.org.

[Carmona et al., 2005]

Carmona, C., Millan, E., de-la Cruz, J. L. P., Trella, M., & Conejo, R. (2005). Introducing prerquisite relations in a multi–layered Bayesian student model. In User Medelling 2005, volume 3538 of Lecture Notes in Artificial Intelligence, pp. 347–356, Heidelberg. Springer.

[Carvalho et al., 2015]

Carvalho, M. B., Bellotti, F., Berta, R., Gloria, A. D., Gazzarata, G., Hu, J., & Kickmeier-Rust, M. (2015). A case study on service-oriented architecture for serious games. Entertainment Computing, 6 ,1–10.

[Cathcart et al., 2010]

Cathcart, L. A., Stieff, M., Marbach-Ad, G., Smith, A. C., & Frauwirth, K. A. (2010). Using knowledge space theory to analyze concept maps. In Susan R. Goldman, James Pellegrino, Kimberly Gomez, Leilah Lyons, & Joshua Radinsky, editors, Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, ICLS '10, volume 1, pp. 952–959. International Society of the Learning Sciences / ACM DL.

[Chen, 2013]

Chen, Y. (2013). Adaptive non–graded assessment based on knowledge space theory. In 13^th International Conference on Advanced Learning Technologies, ICALT 2013, pp. 63–64. IEEE.

[Chen et al., 2015]

Chen, Y., Wuillemin, P.-H., & Labat, J.-M. (2015). Discovering prerequisite structure of skills through probabilistic association rules mining. In Olga C. Santos, Jesus G. Boticario, Cristobal Romero, Mykola Pechenizkiy, Agathe Merceron, Piotr Mitros, Jos� Mar�a Luna, Cristian Mihaescu, Pablo Moreno, Arnon Hershkovitz, Sebastian Ventura, & Michel Desmarais, editors, Conference: Proceedings of the 8^th International Conference on Educational Data Mining, At Madrid, Spain, pp. 117–124.

[Chiu et al., 2022]

Chiu, C.-Y., Kohn, H. F., & Ma, W. (2022). Commentary on "Extending the basic local independence model to polytomous data" by Stefanutti, de Chiusole, Anselmi, and Spoto. Psychometrika.

[Conlan et al., 2001]

Conlan, O., Hockemeyer, C., Lefrere, P., Wade, V., & Albert, D. (2001). Extending educational metadata schemas to describe adaptive learning resources. In Hugh Davies, Yellowlees Douglas, & David G. Durand, editors, Hypertext '01: Proceedings of the twelfth ACM Conference on Hypertext and Hypermedia, pp. 161–162, New York. Association for Computing Machinery, ACM.

[Conlan et al., 2002a]

Conlan, O., Hockemeyer, C., Wade, V., & Albert, D. (2002). Metadata driven approaches to facilitate adaptivity in personalized eLearning systems. The Journal of Information and Systems in Education, 1 ,38–44.

[Conlan et al., 2002b]

Conlan, O., Hockemeyer, C., Wade, V., Albert, D., & Gargan, M. (2002). An architecture for integrating adaptive hypermedia service with open learning environments. In Proceedings of ED–MEDIA 2002, volume 1 of World Conference on Educational Multimedia, Hypermedia, & Telecommunications, pp. 344–350.

[Conlan et al., 2006]

Conlan, O., O'Keeffe, I., Hampson, C., & Heller, J. (2006). Using knowledge space theory to support learner modeling and personalization. In Thomas Reeves & Shirley Yamashita, editors, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006, pp. 1912–1919, Chesapeake, VA. AACE.

[Conlan et al., 2009]

Conlan, O., Hampson, C., Peirce, N., & Kickmeier-Rust, M. D. (2009). Realtime knowledge space skill assessment for personalized digital educational games. In The 9^th IEEE International Conference on Advanced Learning Technologies, ICALT 2009, pp. 538–542. IEEE.

[Cosyn, 2002]

Cosyn, E. (2002). Coarsening a knowledge structure. Journal of Mathematical Psychology, 46 ,123–139.

[Cosyn and Thiéry, 2000]

Cosyn, E. & Thiéry, N. (2000). A practical procedure to build a knowledge structure. Journal of Mathematical Psychology, 44 ,383–407.

[Cosyn and Uzun, 2009a]

Cosyn, E. & Uzun, H. B. (2009). Note on two necessary and sufficient axioms for a well-graded knowledge space. Journal of Mathematical Psychology, 53 (1) ,40–42.

[Cosyn and Uzun, 2009b]

Cosyn, E. & Uzun, H. B. (2009). Note on two sufficient axioms for a well-graded knowledge space. Journal of Mathematical Psychology, 53 (1) ,40–42.

[Cosyn et al., 2013]

Cosyn, E., Doble, C., Falmagne, J.-C., Lenoble, A., Thiéry, N., & Uzun, H. (2013). Assessing mathematical knowledge in a learning space. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 27–50. Springer, Heidelberg.

[Cosyn et al., 2021]

Cosyn, E., Uzun, H., Doble, C., & Matayoshi, J. (2021). A practical perspective on knowledge space theory: Aleks and its data. Journal of Mathematical Psychology, 101 ,102512.

[Craig et al., 2013]

Craig, S. D., Hu, X., Graesser, A. C., Bargagliotti, A. E., Sterbinsky, A., Cheney, K. R., & Okwumabua, T. (2013). The impact of a technology-based mathematics after-school program using ALEKS on student's knowledge and behaviors. Computers & Education, 68 ,495–504.

[Cui, 2010]

Cui, X. (2010). Online java assessment system based on knowledge space theory. Master's thesis, The University of Edinburgh.

[Dani, 2016]

Dani, A. (2016). Students' patterns of interaction with a mathematics intelligent tutor: Learning analytics application. International Journal on Integrating Technology in Education, 5 (2).

[Danilov, 2009]

Danilov, V. I. (2009). Knowledge spaces from a topological point of view. Journal of Mathematical psychology, 53 (6) ,510–517.

[de Chiusole and Stefanutti, 2013]

de Chiusole, D. & Stefanutti, L. (2013). Modeling skill dependence in probabilistic competence structures. Electronic Notes in Discrete Mathematics, 42 ,41–48.

[de Chiusole et al., 2013a]

de Chiusole, D., Anselmi, P., Stefanutti, L., & Robusto, E. (2013). The gain–loss model: Bias of the parameter estimates. Electronic Notes in Discrete Mathematics, 42 ,33–40.

[de Chiusole et al., 2013b]

de Chiusole, D., Stefanutti, L., Anselmi, P., & Robusto, E. (2013). Assessing parameter invariance in the BLIM: Bipartition models. Psychometrika, 78 (4) ,710–724.

[de Chiusole et al., 2015a]

de Chiusole, D., Stefanutti, L., Anselmi, P., & Robusto, E. (2015). Modeling missing data in knowledge space theory. Psychological Methods, 20 (4) ,506–522.

[de Chiusole et al., 2015b]

de Chiusole, D., Stefanutti, L., Anselmi, P., & Robusto, E. (2015). Naïve tests of basic local independence model's invariance. The Spanish Journal of Psychology, 18.

[de Chiusole et al., 2016]

de Chiusole, D., Stefanutti, L., Anselmi, P., & Robusto, E. (2016). Testing the actual equivalence of automatically generated items. Behavior Research Methods, 50 (1) ,39–56.

[de Chiusole et al., 2017]

de Chiusole, D., Stefanutti, L., & Spoto, A. (2017). A class of k-modes algorithms for extracting knowledge structures from data. Behavior Research Methods, 49 (4) ,1212–1226.

[de Chiusole et al., 2018]

de Chiusole, D., Stefanutti, L., Anselmi, p., & Robusto, E. (2018). Testing the actual equivalence of automatically generated items. Behavior Research methods, 50 (1) ,39–56.

[de Chiusole et al., 2020]

de Chiusole, D., Stefanutti, L., Anselmi, P., & Robusto, E. (2020). Stat–Knowlab. assessment and learning of statistics with competence–based knowledge space theory. International Journal of Artificial Intelligence in Education, 30 ,668–700.

[Dean, 2016]

Dean, R. E. (2016). Active learning and the ALEKS placement test in college algebra : An observational study. Masters thesis, Oregon State University.

[Degreef et al., 1986]

Degreef, E., Doignon, J.-P., Ducamp, A., & Falmagne, J.-C. (1986). Languages for the assessment of knowledge. Journal of Mathematical Psychology, 30 ,243–256.

[Desmarais and d. Baker, 2012]

Desmarais, M. C. & d. Baker, R. S. J. (2012). A review of recent advances in learner and skill modeling in intelligent learning environments. User Modeling and User Adaptive Interaction, 22 (1–2) ,9–38.

[Desmarais and Gagnon, 2006]

Desmarais, M. C. & Gagnon, M. (2006). Bayesian student models based on item to item knowledge structures. In Wolfgang Nejdl & Klaus Tochtermann, editors, Innovative Approaches for learning and Knowledge Sharing. First European Conference on Technology Enhanced learning, EC-TEL 2006, number 4227 in Lecture Notes in Computer Science, pp. 111–124, Heidelberg. Springer.

[Desmarais and Maluf, 1996]

Desmarais, M. C. & Maluf, A. (1996). User–expertise modeling with empirically derived probabilistic implication networks. User Modeling and User–Adapted Interaction, 5 ,283–315.

[Desmarais and Pu, 2005]

Desmarais, M. C. & Pu, X. (2005). Computer adaptive testing: Comparison of a probabilistic network approach with item response theory. In Liliana Ardissono, Paul Brna, & Antonija Mitrovic, editors, User Modeling 2005: 10th International Conference, pp. 392–396, Berlin. Springer Verlag.

[Desmarais and Pu, in press]

Desmarais, M. C. & Pu, X. (in press). A Bayesian student model without hidden nodes and its comparison with item response theory. International Journal of Artificial Intelligence in Education, 15.

[Desmarais et al.]

Desmarais, M. C., Fu, S., & Pu, X.Tradeoff analysis between knowledge assessment approaches. In C.-K. Looi, G. McCalla, B. Bredeweg, & J. Breuker, editors, Artificial Intelligence in Education, volume 125 of Frontiers in Artificial Intelligence, pp. 209–216, Amsterdam, NL. IOS Press.

[Desmarais et al., 1993]

Desmarais, M., Giroux, L., & Larochelle, S. (1993). An advice giving interface based on plan–recognition and user–knowledge assessment. International Journal of Man–Machine Studies, 39 ,901–924.

[Desmarais et al., 2006]

Desmarais, M. C., Meshkinfam, P., & Gagmnon, M. (2006). Learned student models with item to item knowledge structures. User Modeling and User-adapted Interaction, 16 ,403–434.

[Dimache et al., 2015]

Dimache, A., Roche, T., Kopeinik, S., Winter, L., Nussbaumer, A., & Albert, D. (2015). Suitability of adaptive self-regulated e-learning to vocational training: A pilot study in heat pump system installation. International Journal of Online Pedagogy and Course Design (IJOPCD), 5 (3) ,31–46.

[Doble et al., 2019]

Doble, C., Matayoshi, J., Cosyn, E., Uzun, H., & Karami, A. (2019). A data-based simulation study of reliability for an adaptive assessment based on knowledge space theory. International Journal of Artificial Intelligence in Education, 29 ,258–282.

[Doignon, 1994a]

Doignon, J.-P. (1994). Knowledge spaces and skill assignments. In Gerhard H. Fischer & Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pp. 111–121. Springer–Verlag, New York.

[Doignon, 1994b]

Doignon, J.-P. (1994). Probabilistic assessment of knowledge. In Dietrich Albert, editor, Knowledge Structures, pp. 1–56. Springer Verlag, New York.

[Doignon, 1999]

Doignon, J.-P. (1999). Dimensions of chains of relations. Electronic Notes in Discrete Mathematics, 2. Abstract of a Talk presented at the OSDA98, Amherst, MA, September 1998.

[Doignon, 2001]

Doignon, J.-P. (2001). Knowlede spaces. In Neil J. Smelser & Paul B. Baltes, editors, International Encyclopedia of the Social and Behavioral Sciences, pp. 8148–8151. Elsevier, Amsterdam.

[Doignon, 2013]

Doignon, J.-P. (2013). Identifiability in knowledge space theory: a survey of recent results. In Peggy Cellier, Felix Distel, & Bernhard Ganter, editors, Contributions to the 11^th International Conference on Formal Concept Analysis (ICFCA 2013), pp. 1–4. Online available at http://www.qucosa.de/fileadmin/data/qucosa/documents/11311/001.pdf.

[Doignon, 2014]

Doignon, J.-P. (2014). Learning spaces, and how to build them. In Cynthia Vera Glodeanu, Mehdi Kaytoue, & Christian Sacarea, editors, Formal Concept Analysis: 12th International Conference, ICFCA 2014, Cluj-Napoca, Romania, June 10-13, 2014. Proceedings, pp. 1–14, Cham. Springer International Publishing.

[Doignon, 2015]

Doignon, J.-P. (2015). Cognition: Knowledge spaces. In James D. Wright, editor, International Encyclopedia of the Social and Behavioral Sciences (second ed.), volume 4, pp. 6–9. Elsevier, Amsterdam.

[Doignon, 2021]

Doignon, J.-P. (2021). A correct response model in knowledge structure theory. Journal of Mathematical Psychology, 102 ,102519.

[Doignon and Falmagne, 1985]

Doignon, J.-P. & Falmagne, J.-C. (1985). Spaces for the assessment of knowledge. International Journal of Man-Machine Studies, 23 ,175–196.

[Doignon and Falmagne, 1987]

Doignon, J.-P. & Falmagne, J.-C. (1987). Knowledge assessment: A set theoretical framework. In B. Ganter, R. Wille, & K.E. Wolfe, editors, Beiträge zur Begriffsanalyse: Vorträge der Arbeitstagung Begriffsanalyse, Darmstadt 1986, pp. 129–140, Mannheim. BI Wissenschaftsverlag.

[Doignon and Falmagne, 1988]

Doignon, J.-P. & Falmagne, J.-C. (1988). Parametrization of knowledge structures. Discrete Applied Mathematics, 21 ,87–100.

[Doignon and Falmagne, 1991]

Doignon, J.-P. & Falmagne, J.-C., editors (1991). Mathematical Psychology: Current Developments. Springer–Verlag, New York.

[Doignon and Falmagne, 1997]

Doignon, J.-P. & Falmagne, J.-C. (1997). Well–graded families of relations. Discrete Mathematics, 173 ,35–44.

[Doignon and Falmagne, 1999]

Doignon, J.-P. & Falmagne, J.-C. (1999). Knowledge Spaces. Springer–Verlag, Berlin.

[Doignon and Falmagne, 2015]

Doignon, J.-P. & Falmagne, J.-C. (2015). Knowledge Spaces and Learning Spaces. Technical report. Electronic Preprint arXiv:1511.06757v1, arXiv.org.

[Doignon and Falmagne, 2017]

Doignon, J.-P. & Falmagne, J.-C. (2017). Knowledge spaces and learning spaces. In William H. Batchelder, Hans Colonius, Ehtibar N. Dzhafarov, & Jay Myung, editors, New Handbook of Mathematical Psychology, volume 1, pp. 274–321.

[Doignon et al., 1984]

Doignon, J.-P., Ducamp, A., & Falmagne, J.-C. (1984). On realizable biorders and the biorder dimension of a relation. Journal of Mathematical Psychology, 28 (1) ,73–109.

[Doignon et al., 2013]

Doignon, J.-P., Falmagne, J.-C., & Cosyn, E. (2013). Learning spaces: A mathematical compendium. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 131–146. Springer, Heidelberg.

[Doignon et al., 2018]

Doignon, J.-P., Heller, J., & Stefanutti, L. (2018). Identifiability of probabilistic models, with examples from knowleddge structure theory. In William H. Batchelder, Hans Colonius, & Ehtibar N. Dzhafarov, editors, New Handbook of Mathematical Psychology, volume 2, pp. 128–184.

[Donadello et al., 2017]

Donadello, I., Spoto, A., Sambo, F., Badaloni, S., Granziol, U., & Vidotto, G. (2017). ATS–PD: An adaptive testing system for psychological disorders. Educational and Psychological Measurement, 77 (5) ,792–815.

[Dösinger, 1999]

Dösinger, G. (1999). Empirische Untersuchung der Voraussetzungen des Rechnens im Vorschulalter unter Anwendung der Wissensraumtheorie. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Dösinger, 2002]

Dösinger, G. (2002). Adaptive competence testing in eLearning. European Journal of Open and Distance Learning.

[Dösinger, 2003]

Dösinger, G. (2003). Die Struktur kognitiver Voraussetzungen von Rechenleistungen — Empirische Untersuchungen mit Vorschulkindern. Inauguraldissertation, Karl–Franzens–Universität Graz, Graz, Austria.

[Dösinger and Albert, 2002]

Dösinger, G. & Albert, D. (2002). Adaptive competence testing in elearning. In Michael Auer & Ursula Auer, editors, Interactive computer aided learning (ICL) 2002. International Workshop. Kassel University Press.

[Dowling, 1991a]

Dowling, C. E. (1991). Constructing knowledge spaces from judgements with differing degrees of certainty. In Jean-Paul Doignon & Jean-Claude Falmagne, editors, Mathematical Psychology: Current Developments, pp. 221–231. Springer–Verlag, New York.

[Dowling, 1991b]

Dowling, C. E. (1991). Constructing Knowledge Structures from the Judgements of Experts. Habilitationsschrift, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

[Dowling, 1993a]

Dowling, C. E. (1993). Applying the basis of a knowledge space for controlling the questioning of an expert. Journal of Mathematical Psychology, 37 ,21–48.

[Dowling, 1993b]

Dowling, C. E. (1993). On the irredundant construction of knowledge spaces. Journal of Mathematical Psychology, 37 ,49–62.

[Dowling, 1994a]

Dowling, C. E. (1994). Combinatorial structures for the representation of knowledge. In Dietrich Albert, editor, Knowledge Structures, pp. 57–76. Springer Verlag, New York.

[Dowling, 1994b]

Dowling, C. E. (1994). Integrating different knowledge spaces. In Gerhard H. Fischer & Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pp. 149–158. Springer–Verlag, New York.

[Dowling, 1994c]

Dowling, C. E. (1994). Verfahren zur Erhebung von Expertenurteilen über Voraussetzungsbeziehungen zwischen Wissensinhalten. In K. Pawlik, editor, Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994, pp. 129–130. Hogrefe.

[Dowling and Hockemeyer, 1995]

Dowling, C. E. & Hockemeyer, C. (1995). Wissensdiagnose in der beruflichen Ausbildung [Knowledge assessment in professional education]. Unpublished technical report, Institut für Psychologie, Technische Universität Braunschweig, Germany.

[Dowling and Hockemeyer, 1998]

Dowling, C. E. & Hockemeyer, C. (1998). Computing the intersection of knowledge spaces using only their basis. In Cornelia E. Dowling, Fred S. Roberts, & Peter Theuns, editors, Recent Progress in Mathematical Psychology, pp. 133–141. Lawrence Erlbaum Associates Ltd., Mahwah, NJ.

[Dowling and Hockemeyer, 1999]

Dowling, C. E. & Hockemeyer, C. (1999). Integrating knowledge spaces obtained by querying different experts. Electronic Notes in Discrete Mathematics, 2. Abstract of a Talk presented at the OSDA98, Amherst, MA, September 1998.

[Dowling and Hockemeyer, 2001]

Dowling, C. E. & Hockemeyer, C. (2001). Automata for the assessment of knowledge. IEEE Transactions on Knowledge and Data Engineering, 13 (3) ,451–461.

[Dowling and Kaluscha, 1995]

Dowling, C. E. & Kaluscha, R. (1995). Prerequisite relationships for the adaptive assessment of knowledge. In Jim Greer, editor, Artificial Intelligence in Education, 1995, pp. 43–50, Charlottesville, VA. Association for the Advancement of Computing in Education (AACE).

[Dowling and Nitzsche, 1996]

Dowling, C. E. & Nitzsche, S. (1996). Der Einfluß einer Arbeitsanreicherung bei der Befragung auf die Validität von Expertenurteilen. In Angela Schorr, editor, Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Eichstätt, Germany, p. 60, Lengerich, Germany. Pabst Science Publishers.

[Dowling et al., 1996a]

Dowling, C. E., Hockemeyer, C., & Ludwig, A. H. (1996). Adaptive assessment and training using the neighbourhood of knowledge states. In Claude Frasson, Gilles Gauthier, & Alan Lesgold, editors, Intelligent Tutoring Systems, volume 1086 of Lecture Notes in Computer Science, pp. 578–586, Berlin. Springer Verlag.

[Dowling et al., 1996b]

Dowling, C. E., Koch, U., & Quante, K. A. (1996). A new interface for querying experts on prerequisite relationships. In John Grundy & Mark Apperley, editors, Proceedings of the Sixth Auatralian Conference on Computer–Human Interaction (OzCHI 96), pp. 320–321, Los Alamitos, California. IEEE Computer Society Press.

[Dowling et al., 1998]

Dowling, C. E., Roberts, F. S., & Theuns, P., editors (1998). Recent Progress in Mathematical Psychology. Scientific Psychology Series. Lawrence Erlbaum Associates Ltd., Mahwah, NJ.

[Düntsch and Gediga, 1995]

Düntsch, I. & Gediga, G. (1995). Skills and knowledge structures. British Journal of Mathematical and Statistical Psychology, 48 ,9–27.

[Düntsch and Gediga, 1996]

Düntsch, I. & Gediga, G. (1996). On query procedures to build knowledge structures. Journal of Mathematical Psychology, 40 ,160–168.

[Düntsch and Gediga, 1998]

Düntsch, I. & Gediga, G. (1998). Knowledge structures and their applications in CALL. In Sake Jager, John Nerbonne, & Arthur van Essen, editors, Language teaching and Language Technology, pp. 177–186. Swets and Zeitlinger, Lisse.

[Düntsch and Gediga, 2001]

Düntsch, I. & Gediga, G. (2001). A note on the correspondence among entail relations, rough set dependencies, and logical consequence. Journal of Mathematical Psychology, 43 ,393–401.

[Eichler and Peeples, 2013]

Eichler, J. F. & Peeples, J. (2013). Online homework put to the test: A report on the impact of two online learning systems on student performance in general chemistry. Journal of Chemical Education, 90 ,1137–1143.

[El-Kechaï et al., 2015]

El-Kechaï, N., Melero, J., & Labat, J.-M. (2015). Quelques enseignements tirés de l'application de la Competence-based Knowledge Space Theory aux Serious Games. In IC2015, AFIA, Rennes, France. AFIA. (PDF)

[Encheva and Tumin, 2006]

Encheva, S. & Tumin, S. (2006). Automated knowledge assessment and knowledge spaces. In Proceedings of the 5th WSEAS Conference on Education and Educational Technology, pp. 82–86.

[Encheva and Tumin, 2010]

Encheva, S. & Tumin, S. (2010). Diagnostic tests based on knowledge states. In Jeng-Shyang Pan, Shyi-Ming Chen, & Ngoc Thanh Nguyen, editors, Computational Collective Intelligence—Technologies and Applications. Second International Comnference, ICCCI 2010 Proceedings, Part III, volume 6423 of Lecture Notes in Artificial Intelligence, pp. 133–141, Berlin. Springer.

[Encheva et al., 2007]

Encheva, S., Tumin, S., & Solesvik, M. Z. (2007). Federated knowledge spaces. In Mauritius Morne, editor, The Third ADvanced International Converence on Telecommunications (AICT'07), p. 26, Los Alamitos, CA. IEEE Computer Society.

[Eppstein, 2008]

Eppstein, D. (2008). Learning Sequences. Technical report. Online available at http://arxiv.org/abs/0803.4030.

[Eppstein, 2013a]

Eppstein, D. (2013). Learning sequences: An efficient data structure for learning spaces. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 287–304. Springer, Heidelberg.

[Eppstein, 2013b]

Eppstein, D. (2013). Projection, decomposition, and adaption of learning spaces. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 305–322. Springer, Heidelberg.

[Eppstein and Falmagne, 2002]

Eppstein, D. & Falmagne, J.-C. (2002). Algorithms for Media. Technical report. Electronic Preprint cs/0206033, arXiv.org.

[Eppstein et al., 2007]

Eppstein, D., Falmagne, J.-C., & Uzun, H. B. (2007). On Verifying and Engineering the Well-gradedness of a Union-closed Family. Technical report. Electronic Preprint 0704.2919, arXiv.org.

[Eppstein et al., 2008]

Eppstein, D., Falmagne, J.-C., & Ovchinnikov, S. (2008). Media Theory. Springer, Berlin/Heidelberg.

[Eppstein et al., 2009]

Eppstein, D., Falmagne, J.-C., & Uzun, H. B. (2009). On verifying and engineering the wellgradedness of a union-closed family. Journal of Mathematical Psychology, 53 (1) ,34–39.

[Falmagne, 1988]

Falmagne, J.-C. (1988). Parametrization of knowledge structures. Discrete Applied Mathematics, 21 (2) ,87–100.

[Falmagne, 1989a]

Falmagne, J.-C. (1989). A latent trait theory via stochastic learning theory for a knowledge space. Psychometrika, 53 ,283–303.

[Falmagne, 1989b]

Falmagne, J.-C. (1989). Probabilistic knowledge spaces: A review. In Fred S. Roberts, editor, Applications of Combinatorics and Graph Theory to the Biological and Social Sciences, volume 17 of IMA, pp. 283–303. Springer Verlag, New York.

[Falmagne, 1993]

Falmagne, J.-C. (1993). Stochastic learning paths in a knowledge structure. Journal of Mathematical Psychology, 37 ,489–512.

[Falmagne, 1994a]

Falmagne, J.-C. (1994). Finite markov learning models for knowledge structures. In Gerhard H. Fischer & Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pp. 75–89. Springer–Verlag, New York.

[Falmagne, 1994b]

Falmagne, J.-C. (1994). Foreword. In Dietrich Albert, editor, Knowledge Structures, pp. V–VII. Springer Verlag, New York.

[Falmagne, 1996]

Falmagne, J.-C. (1996). Errata to SLP. Journal of Mathematical Psychology, 40 ,169–174.

[Falmagne, 1997]

Falmagne, J.-C. (1997). Stochastic token theory. Journal of Mathematical psychology, 41 (2) ,129–143.

[Falmagne, 1999]

Falmagne, J.-C. (1999). ALEKS, an application of knowledge space theory. Electronic Notes in Discrete Mathematics, 2. Tutorial given at the OSDA98, Amherst, MA, September 1998.

[Falmagne, 2001]

Falmagne, J.-C. (2001). Markov processes for knowlede spaces. In Neil J. Smelser & Paul B. Baltes, editors, International Encyclopedia of the Social and Behavioral Sciences, pp. 9251–9253. Elsevier, Amsterdam.

[Falmagne, 2008]

Falmagne, J.-C. (2008). Projections and Symmetric Expansions of a Learning Space. Technical report.

[Falmagne, 2015]

Falmagne, J.-C. (2015). Markov processes in learning spaces. In James D. Wright, editor, International Encyclopedia of the Social and Behavioral Sciences (second ed.), volume 14, pp. 584–590. Elsevier, Amsterdam.

[Falmagne and Doble, 2013]

Falmagne, J.-C. & Doble, C. (2013). Overview. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 3–26. Springer, Heidelberg.

[Falmagne and Doignon, 1988a]

Falmagne, J.-C. & Doignon, J.-P. (1988). A class of stochastic procedures for the assessment of knowledge. British Journal of Mathematical and Statistical Psychology, 41 ,1–23.

[Falmagne and Doignon, 1988b]

Falmagne, J.-C. & Doignon, J.-P. (1988). A Markovian procedure for assessing the state of a system. Journal of Mathematical Psychology, 32 ,232–258.

[Falmagne and Doignon, 1993]

Falmagne, J.-C. & Doignon, J.-P. (1993). A stochastic theory for system failure assessment. In B. Bouchon-Meunier, L. Valverde, & R.R. Yager, editors, Uncertainty in Intelligent Systems, pp. 431–440. North-Holland, Amsterdam.

[Falmagne and Doignon, 1997]

Falmagne, J.-C. & Doignon, J.-P. (1997). Stochastic evolution of rationality. Theory and Decision, 43 ,107–138.

[Falmagne and Doignon, 1998]

Falmagne, J.-C. & Doignon, J.-P. (1998). Meshing knowledge structures. In Cornelia E. Dowling, Fred S. Roberts, & Peter Theuns, editors, Recent Progress in Mathematical Psychology, Scientific Psychology Series, pp. 143–153. Lawrence Erlbaum Associates Ltd., Mahwah, NJ.

[Falmagne and Doignon, 2011]

Falmagne, J.-C. & Doignon, J.-P. (2011). Learning Spaces. Springer, Berlin/Heidelberg.

[Falmagne and Lakshminarayan, 1994]

Falmagne, J.-C. & Lakshminarayan, K. (1994). Stochastic learning paths — estimation and simulation. In Gerhard H. Fischer & Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pp. 91–110. Springer–Verlag, New York.

[Falmagne and Ovchinnikov, 2002]

Falmagne, J.-C. & Ovchinnikov, S. (2002). Media theory. Discrete Applied Mathematics, 121 ,83–101.

[Falmagne et al., 1990]

Falmagne, J.-C., Koppen, M., Villano, M., Doignon, J.-P., & Johannesen, L. (1990). Introduction to knowledge spaces: How to build, test and search them. Psychological Review, 97 ,201–224.

[Falmagne et al., 2006]

Falmagne, J.-C., Cosyn, E., Doignon, J.-P., & Thiéry, N. (2006). The assessment of knowledge, in theory and in practice. In Rokia Missaoui & Jürg Schmid, editors, Formal Concept Analysis. 4th International Conference, ICFCA 2006, Dresden, Germany, February 13-17, 2006, volume 3874 of Lecture Notes in Artificial IOntelligence, pp. 61–79, Berlin. Springer.

[Falmagne et al., 2013]

Falmagne, J.-C., Albert, D., Doble, C., Eppstein, D., & Hu, X., editors (2013). Knowledge Spaces: Applications in Education. Springer, Heidelberg.

[Fanusi, 2016]

Fanusi, A. D. (2016). The effect of ALEKS math support on standardized math test scores in middle school. Phd thesis, Liberty University, School of Education.

[Fasching, 1998]

Fasching, T. (1998). Empirische Überprüfung einer vermuteten Wertestruktur im Bereich der mütterlichen Erziehung von Kindern. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Fischer and Laming, 1994]

Fischer, G. H. & Laming, D., editors (1994). Contributions to Mathematical Psychology, Psychometrics, and Methodology. Springer–Verlag, New York.

[Freitag, 1999]

Freitag, O. (1999). Graphische Darstellung von Expertenurteilen [Graphical presentation of experts' judgments]. Diplomarbeit, Technische Universität Braunschweig, Germany.

[Fries, 1997]

Fries, S. (1997). Empirical validation of a markovian learning model for knowledge structures. Journal of Mathematical Psychology, 41 ,65–70.

[Fuhrmann, 1995]

Fuhrmann, F. (1995). Experimente zur Validierung von Expertenbefragungen [Experiments for validating the querying of experts]. Diplomarbeit, Technische Universität Braunschweig, Germany.

[Fuhrmann and Dowling, 1996]

Fuhrmann, F. & Dowling, C. E. (1996). Der Einfluss von Frageformulierungen auf die Validität von Expertenurteilen. In Angela Schorr, editor, Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Eichstätt, Germany, p. 81, Lengerich, Germany. Pabst Science Publishers.

[Ganter et al., 2017]

Ganter, B., Bedek, M., Heller, J., & Suck, R. (2017). An invitation to knowledge space theory. In Karell Bertet, Daniel Borchmann, Peggy Cellier, & Sébastian Ferré, editors, Formal Concept Analysis. 14^th International Conference, ICFCA 2017, volume 10308 of Lecture Notes in Computer Science, pp. 3–19. Springer, Cham, Switzerland.

[Ge and Li, 2020]

Ge, X. & Li, J. (2020). A note on the separability of items in knowledge structures delineated by skill multimaps. Journal of Mathematical Psychology, 98.

[Ge and Lin, 2021]

Ge, X. & Lin, S. (2021). Notes on attribution functions. British Journal on Mathematical and Statistical Psychology, 74 ,131–156.

[Gediga and Düntsch, 2002]

Gediga, G. & Düntsch, I. (2002). Skill set analysis in knowledge structures. British Journal of Mathematical and Statistical Psychology, 55 ,361–384.

[George and Ünlü, 2013]

George, A. C. & Ünlü, A. (2013). Parameter estimation in skills–based knowledge space theory and cognitive diagnosis models: A comparison. In D. Conesa, A. Forte, A. López-Quílez, & F. Muñoz, editors, Proceedings of the International Workshop on Statistical Modelling, pp. 258–262, Valencia, Spain.

[Görgün et al., 2005]

Görgün, I., Turker, A., Ozan, Y., & Heller, J. (2005). Learner modeling to facilitate personalized e–learning experience. In Kinshuk, D. G. Sampson, & P. T. Isaias, editors, CELDA'05: Cognition and Exploratory Learning in Digital Age, pp. 231–237. IADIS.

[Grayce, 2013]

Grayce, C. J. (2013). A commercial implementation of knowledge space theory in college general chemistry. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 93–114. Springer, Heidelberg.

[Hagerty and Smith, 2005]

Hagerty, G. W. & Smith, S. (2005). Using the web-based interactive software ALEKS to enhance college algebra. Mathematics and Computer Education, 39 ,183–194.

[Harp et al., 1995]

Harp, S. A., Samad, T., & Villano, M. (1995). Modeling student knowledge with self–organizing feature maps. IEEE Transactions on Systems, Man, and Cybernetics, 25 (5) ,727–737.

[He and Sun, 2022]

He, Z. & Sun, W. (2022). Competence-based skill functions and minimal sets of skills. Symmetry, 14 ,884.

[Heck and Noventa, 2020]

Heck, D. W. & Noventa, S. (2020). Representing probabilistic models of knowledge space theory by multinomial processing tree models. Journal of Mathematical Psychology, 96.

[Held, 1993]

Held, T. (1993). Establishment and empirical validation of problem structures based on domain specific skills and textual properties.. Dissertation, Universität Heidelberg, Germany.

[Held, 1999]

Held, T. (1999). An integrated approach for constructing, coding, and structuring a body of word problems. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 67–102. Lawrence Erlbaum Associates, Mahwah, NJ.

[Held and Korossy, 1998]

Held, T. & Korossy, K. (1998). Data analysis as a heuristic for establishing theoretically founded item structures. Zeitschrift für Psychologie, 206 ,169–188.

[Held and Schrepp, 1995]

Held, T. & Schrepp, M. (1995). Eine Simulationsstudie zu Urteilsfehlern bei Expertenbefragungen. In Onur Güntürkün, Rainer Guski, Carsten Walter, & Andreas Wohlschläger, editors, Experimentelle Psychologie: Beiträge zur 37. Tagung experimentell arbeitender Psychologen, 9.–13. April 1995, Bochum, Germany, p. 141, Regensburg, Germany. S. Roderer Verlag. Abstract.

[Held et al., 1994]

Held, T., Schrepp, M., & Fries, S. (1994). Vergleich von Methoden zur Ableitung von Wissensr'aumen. Bericht aus dem Psychologischen Institut 81, Universität Heidelberg, Germany.

[Held et al., 1995]

Held, T., Schrepp, M., & Fries, S. (1995). Methoden zur Bestimmung von Wissensstrukturen — Eine Vergleichsstudie [Methods for determining knowledge structures — a comparing study]. Zeitschrift für Experimentelle Psychologie, XLII (2) ,205–236.

[Heller, 1994]

Heller, J. (1994). Semantic structures. In Dietrich Albert, editor, Knowledge Structures, pp. 117–149. Springer Verlag, New York.

[Heller, 2000]

Heller, J. (2000). Representation and assessment of individual semantic knowledge. Methods of Psychological Research — Online, 5 (2) ,1–37.

[Heller, 2004]

Heller, J. (2004). A formal framework for characterizing querying algorithms. Journal of Mathematical Psychology, 48 ,1–8.

[Heller, 2017]

Heller, J. (2017). Identifiability in probabilistic knowledge structures. Journal of Mathematical Psychology, 77 ,46–57.

[Heller, 2019]

Heller, J. (2019). Assessment structures in psychological testing. Journal of Mathematical Psychology, 91 ,1–13.

[Heller, 2021]

Heller, J. (2021). Generalizing quasi-ordinal knowledge spaces to polytomous items. Journal of Mathematical Psychology, 101 ,102515.

[Heller, 2023]

Heller, J. (2023). Assessment-based correct rates in learning spaces. Journal of Mathematical Psychology, 112 ,102740.

[Heller and Repitsch, 2008]

Heller, J. & Repitsch, C. (2008). Distributed skill functions and the meshing of knowledge structures. Journal of Mathematical Psychology, 52 ,147–157.

[Heller and Repitsch, 2012]

Heller, J. & Repitsch, C. (2012). Exploiting prior information in stochastic knowledge assessment. Methodology, 8 ,12–22.

[Heller and Wickelmaier, 2013]

Heller, J. & Wickelmaier, F. (2013). Minimum discrepancy estimation in probabilistic knowledge structures. Electronic Notes in Discrete Mathematics, 42 ,49–56.

[Heller et al., 2004a]

Heller, J., Hockemeyer, C., & Albert, D. (2004). Applying competence structures for peer tutor recommendations in CSCL environments. In Kinshuk, C. Looi, E. Sutinen, D. Sampson, I. Aedo, L. Uden, & E. Kähk'onen, editors, The 4th IEEE International Conference on Advanced Learning Technologies, pp. 1050–1051, Los Alamitos, CA. IEEE Computer Society.

[Heller et al., 2004b]

Heller, J., Keenoy, K., Levene, M., Hassan, M. M., Hockemeyer, C., & Albert, D. (2004). Cognitive and Pedagogical Aspects of Trails: A Case Study. Technical report, Birkbeck, University of London. Public Report of the JEIRP Trails within the NoE Kaleidoscope.

[Heller et al., 2004c]

Heller, J., Levene, M., Keenoy, K., Hockemeyer, C., & Albert, D. (2004). An e–Learning Perspective of Cognitive and Pedagogical Aspects of Trails. Technical report, Birkbeck, University of London. Public Report of the JEIRP Trails within the NoE Kaleidoscope.

[Heller et al., 2005]

Heller, J., Mayer, B., Hockemeyer, C., & Albert, D. (2005). Competence–based knowledge structures for personalised learning. In Giovana Albano, Pierluigi Ritrovato, & Saverio Salerno, editors, 1^st International ELeGI–Conference on Advanced Technology for Enhanced Learning. The British Computer Society (BCS).

[Heller et al., 2006a]

Heller, J., Albert, D., Kickmeier-Rust, M. D., & Kertz, M. (2006). Achievement motivation, performance structure, and adaptive hypertext learning. In Maja Pivec, F. Thissen, & K. Baumann, editors, Affective and Emotional Aspects of Human–Computer Interaction: Emphasis on Game–Based and Innovative Learning Approaches. IOS Press, Washington, D.C.

[Heller et al., 2006b]

Heller, J., Steiner, C., Hockemeyer, C., & Albert, D. (2006). Competence–based knowledge structures for personalised learning. International Journal on E–Learning, 5 (1) ,75–88.

[Heller et al., 2007]

Heller, J., Levene, M., Keenoy, K., Albert, D., & Hockemeyer, C. (2007). Cognitive aspects of trails: A stochastic model linking navigation behaviour to the learner's cognitive state. In Judith Schoonenboom, Jürgen Heller, Kevin Keenoy, Mark Levene, & Marta Turcsanyi-Szabo, editors, Trails in Education: Technologies that Support Navigational Learning, pp. 119–146. Sense Publisher, Rotterdam.

[Heller et al., 2013a]

Heller, J., Augustin, T., Hockemeyer, C., Stefanutti, L., & Albert, D. (2013). Recent developments in competence–based knowledge space theory. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 243–286. Springer, Heidelberg.

[Heller et al., 2013b]

Heller, J., Ünlü, A., & Albert, D. (2013). Skills, competencies and knowledge structures. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 229–242. Springer, Heidelberg.

[Heller et al., 2015]

Heller, J., Stefanutti, L., Anselmi, P., & Robusto, E. (2015). On the link between cognitive diagnostic models and knowledge space theory. Psychometrika, 80 (4) ,995–1019.

[Heller et al., 2016]

Heller, J., Stefanutti, L., Anselmi, P., & Robusto, E. (2016). Erratum to: On the link between cognitive diagnostic models and knowledge space theory. Psychometrika, 81 ,250–251.

[Heller et al., 2017]

Heller, J., Anselmi, P., Stefanutti, L., & Robusto, E. (2017). A necessary and sufficient condition for unique skill assessment. Journal of Mathematical Psychology, 79 ,23–28.

[Hermann, 1998]

Hermann, G. (1998). Empirische Überprüfung eines Wissensraumes für Textaufgaben zur elementaren Wahrscheinlichkeitsrechnung. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Hillemann et al., 2012]

Hillemann, E. C., Kickmeier-Rust, M. D., & Albert, D. (2012). Tackling the challenges of the 21^st century classroom: The perspective of Austrian teachers. In 4^th International Conference on Education and New Learning Technologies (EDULEARN, pp. 6857–6866, Barcelona, Spain. IATED.

[Hillemann et al., 2013]

Hillemann, E. C., Kickmeier-Rust, M. D., & Albert, D. (2013). The usage of new technologies in the 21^st century classroom: A question of teachers' personality? In 5^th International Conference on Education and New Learning Technologies (EDULEARN, pp. 2206–2215, Barcelona, Spain. IATED.

[Hirschenberger, 1998]

Hirschenberger, U. (1998). Empirische Untersuchung zu Rechenfertigkeiten der ersten und zweiten Schulstufe auf Basis der Wissensraumtheorie. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Hockemeyer, 1993]

Hockemeyer, C. (1993). Wissensdiagnose auf Wissensräumen [Knowledge assessment using knowledge structures]. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

[Hockemeyer, 1997a]

Hockemeyer, C. (1997). RATH — A Relational Adaptive Tutoring Hypertext WWW–Environment. Technical Report 1997/3, Institut für Psychologie, Karl–Franzens–Universität Graz, Austria. https://kst.hockemeyer.at/techreports/RATH-TechReport.pdf.

[Hockemeyer, 1997b]

Hockemeyer, C. (1997). Using the basis of a knowledge space for determining the fringe of a knowledge state. Journal of Mathematical Psychology, 41 ,275–279.

[Hockemeyer, 2000a]

Hockemeyer, C. (2000). CRATH: A Collaborative Adaptive Tutoring Hypertext System. Unpublished technical report, Institut für Psychologie, Karl–Franzens–Universität Graz, Austria. https://kst.hockemeyer.at/techreports/crath-Bericht.pdf.

[Hockemeyer, 2000b]

Hockemeyer, C. (2000). Documentation of the libsrbi Library. Unpublished technical report, Institut für Psychologie, Karl–Franzens–Universität Graz, Austria. https://kst.hockemeyer.at/techreports/libsrbi_TechRep_FWF00.pdf.

[Hockemeyer, 2001]

Hockemeyer, C. (2001). KST Tools User Manual (2nd ed.). Unpublished technical report, Institut für Psychologie, Karl-Franzens-Universität Graz, Austria. https://kst.hockemeyer.at/techreports/KST-Tools_TechRep_FWF01.pdf.

[Hockemeyer, 2002]

Hockemeyer, C. (2002). A comparison of non–deterministic procedures for the adaptive assessment of knowledge. Psychologische Beiträge, 44 ,495–503.

[Hockemeyer, 2003]

Hockemeyer, C. (2003). Competence based adaptive e-learning in dynamic domains. In Friedrich W. Hesse & Yasuhisa Tamura, editors, The Joint Workshop of Cognition and Learning through Media–Communication for Advanced E-Learning (JWCL), pp. 79–82. Japanisch–Deutsches Zentrum Berlin (JDZB).

[Hockemeyer, 2009]

Hockemeyer, C. (2009). Multi–modal competence assessment based on users' performance on complex tasks. In The Challenge of Demographic Change—Sustainable Life–Long Learning and Digital Media. Japanisch–Deutsches Zentrum Berlin (JDZB).

[Hockemeyer, 2022]

Hockemeyer, C. (2022). R Packages for Knowledge Space Theory. Unpublished technical report, Institut für Psychologie, Karl–Franzens–Universität Graz, Austria.

[Hockemeyer, 2023a]

Hockemeyer, C. (2023). CDSS: Course–Dependent Skill Structures. R package version 0.2-0.

[Hockemeyer, 2023b]

Hockemeyer, C. (2023). kstIO: Knowledge Space Theory Input/Output. R package version 0.4-0.

[Hockemeyer and Albert, 1999]

Hockemeyer, C. & Albert, D. (1999). The adaptive tutoring system RATH—a prototype. In Michael E. Auer & Ursula Ressler, editors, ICL99 Workshop Interactive Computer aided Learning: Tools and Applications, Villach, Austria. Carinthia Tech Institute.

[Hockemeyer and Albert, 2003]

Hockemeyer, C. & Albert, D. (2003). Adaptive eLearning and the learning GRID. In Pierluigi Ritrovato, Saverio Salerno, & Matteo Gaeta, editors, 1st LEGE–WG International Workshop on Educational Models for GRID Based Services, Lausanne, Switzerland, 16 September 2002, Electronic Workshops in Computing (eWIC), Wiltshire, UK. British Computer Society (BCS).

[Hockemeyer and Dowling, 1996]

Hockemeyer, C. & Dowling, C. (1996). KST Tools User Manual. Unpublished technical report, Institut für Psychologie, Technische Universität Braunschweig, Germany. https://kst.hockemeyer.at/techreports/KST-Tools_TechRep_BS-96.pdf.

[Hockemeyer and Pötzi, 2001]

Hockemeyer, C. & Pötzi, S. (2001). Documentation of the libsrbi Library. Unpublished technical report, Institut für Psychologie, Karl–Franzens–Universität Graz, Austria.

[Hockemeyer and Wong, 2023]

Hockemeyer, C. & Wong, W. (2023). kstMatrix: Basic Functions in Knowledge Space Theory Using Matrix Representations. R package version 0.2-0.

[Hockemeyer et al., 1998a]

Hockemeyer, C., Albert, D., & Brandt, S. (1998). Surmise relations between courses. Journal of Mathematical Psychology, 42 ,508. Abstract of a talk presented at the 29th EMPG meeting, Keele, UK, September 1998.

[Hockemeyer et al., 1998b]

Hockemeyer, C., Held, T., & Albert, D. (1998). RATH — a relational adaptive tutoring hypertext WWW–environment based on knowledge space theory. In Christer Alvegård, editor, CALISCE`98: Proceedings of the Fourth International Conference on Computer Aided Learning in Science and Engineering, pp. 417–423, Göteborg, Sweden. Chalmers University of Technology.

[Hockemeyer et al., 2003]

Hockemeyer, C., Conlan, O., Wade, V., & Albert, D. (2003). Applying competence prerequisite structures for eLearning and skill management. Journal of Universal Computer Science, 9 ,1428–1436.

[Hockemeyer et al., 2004]

Hockemeyer, C., Albert, D., Stefanuti, L., Lewis, D., & Conlan, O. (2004). Adaptive knowledge services based on grid architecture. In L. Aroyo & C. Tasso, editors, AH2004: Workshop Proceedings, Part II, pp. 491–498, Eindhoven, The Netherlands. Technische Universiteit Eindhoven, Department of Mathematics and Computer Science.

[Hockemeyer et al., 2009]

Hockemeyer, C., Nussbaumer, A., Lövquist, E., Aboulafia, A., Breen, D., Shorten, G., & Albert, D. (2009). Applying a web and simulation–based system for adaptive competence assessment of spinal anaesthesia. In Marc Spaniol, Qing Li, Ralf Klamma, & Rynson Lau, editors, Advances in Web–Based learning — ICWL 2009, pp. 182–191, Berlin. Springer Verlag.

[Holotta, 1999]

Holotta, E. (1999). Experimentelle Untersuchung zu Grundlagen des Lesen– und Schreibenlernens auf Basis der Wissensraumtheorie. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Holzinger et al., 2009]

Holzinger, A., Kickmeier-Rust, M. D., Wassertheurer, S., & Hessinger, M. (2009). Learning performance with interactive simulations in medical education: Lessons learned from results of learning complex physiological models with the HAEMOdynamics SIMulator. Computers & Education, 52 (2) ,292–301.

[Hu et al., 2013]

Hu, X., Xu, Y. J., Hall, C., Walker, K., & Okwumabua, T. (2013). A potential technological solution for reducing the achievement gap between white and black students. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 79–92. Springer, Heidelberg.

[Huang et al., 2016]

Huang, X., Craigb, S. D., Xie, J., Graesser, A., & Hu, X. (2016). Intelligent tutoring systems work as a math gap reducer in 6th grade after-school program. Learning and Individual Differences, 47 ,258–265.

[Idrissi et al., 2017]

Idrissi, M. K., Hnida, M., & Bennani, S. (2017). Competency-based assessment: From conceptual model to operational tool. In E. Cano & G. Ion, editors, Innovative Practices for Higher Education Assessment and Measurement, pp. 57–78. IGI Global, Hershey, PA.

[Kaluscha, 1994]

Kaluscha, R. (1994). Ein effizienter Algorithmus zur Expertenbefragung [An efficient algorithm for querying experts]. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

[Kambouri, 1991]

Kambouri, M. (1991). Knowledge assessment: A comparison between human experts and computerized procedure. Doctoral Dissertation, New York University.

[Kambouri et al., 1994]

Kambouri, M., Koppen, M., Villano, M., & Falmagne, J.-C. (1994). Knowledge assessment: Tapping human expertise by the QUERY routine. International Journal of Human–Computer–Studies, 40 ,119–151.

[Karner, 2016]

Karner, M. L. (2016). An Analysis of the Effectiveness of ALEKS within a High School Mathematics Setting. Phd thesis, Aurora University.

[Khuwaja et al., 1996]

Khuwaja, R., Desmarais, M., & Cheng, R. (1996). Intelligent guide: Combining user knowledge assessment with pedagogical guidance. In Claude Frasson, Gilles Gauthier, & Alan Lesgold, editors, Intelligent Tutoring Systems, volume 1086 of Lecture Notes in Computer Science, pp. 225–233, Berlin. Springer Verlag.

[Kickmeier and Albert, 2012]

Kickmeier, M. D. & Albert, D., editors (2012). An Alien’s guide to multi-adaptive educational computer games. Informing Science Press, Santa Rosa, CA.

[Kickmeier and Albert, 2016a]

Kickmeier, M. D. & Albert, D. (2016). Competence-based knowledge space theory: Options for the 21st century classroom. In P. Reimann, S. Bull, M.D. Kickmeier-Rust, R. Vatrapu, & B. Wasson, editors, Measuring and visualizing learning in the information-rich classroom, pp. 109–120. Routledge, New York.

[Kickmeier and Albert, 2016b]

Kickmeier, M. D. & Albert, D. (2016). Support teachers' predictions of learning success by structural competence modelling. In Proceedings of the Fourth International Workshop on Teaching Analytics, pp. 35–39.

[Kickmeier and Albert, 2016c]

Kickmeier, M. D. & Albert, D. (2016). Visualizing competence models and individual learning paths. In Proceedings of the 2016 International Conference on Modelling, Simulation, and Visualization (MSV 2016), pp. 180–184.

[Kickmeier-Rust, 2010]

Kickmeier-Rust, M. D. (2010). Ontology-based, non-invasive interventions in educational computer games. Dissertation, Universität Graz, Graz, Austria.

[Kickmeier-Rust and Albert, 2007]

Kickmeier-Rust, M. D. & Albert, D. (2007). The ELEKTRA ontology model: A learner–centered approach to resource description. In Howard Leung, Frederick Li, Rynson Lau, & Qing Li, editors, Advances in Web–based Learning — ICWL 2007, volume 4823 of Lecture Notes in Computer Science, pp. 78–89, New York, Heidelberg. Springer.

[Kickmeier-Rust and Albert, 2010]

Kickmeier-Rust, M. D. & Albert, D. (2010). Micro-adaptivity: Protecting immersion in didactically adaptive digital educational games. Journal of Computer Assisted Learning, 26 (2) ,95–105.

[Kickmeier-Rust and Albert, 2012a]

Kickmeier-Rust, M. D. & Albert, D. (2012). A domain model for smart 21st century skills training in game-based virtual worlds. In Ignacio Aedo, Rosa Maria Bottinoa, Nian-Shing Chen, Carlo Giovannella, Kinshuk, & Demetrios G. Sampson, editors, 12th IEEE International Conference on Advanced Learning Technologies, pp. 680–681, Los Alamitos, CA. IEEE Press.

[Kickmeier-Rust and Albert, 2012b]

Kickmeier-Rust, M. D. & Albert, D. (2012). Educationally adaptive: Balancing serious games. International Journal of Computer Science in Sport, 11 (Edition 1 (Special Edition)]) ,15–28.

[Kickmeier-Rust and Albert, 2013a]

Kickmeier-Rust, M. D. & Albert, D. (2013). Learning analytics to support the use of virtual worlds in the classroom. In Andreas Holzinger & Gabriella Pasi, editors, Human-Computer Interaction and Knowledge Discovery in Complex, Unstructured, Big Data: Third International Workshop, HCI-KDD 2013, volume 7947 of Lecture Notes in Computer Science, pp. 358–365, Berlin, Heidelberg. Springer.

[Kickmeier-Rust and Albert, 2013b]

Kickmeier-Rust, M. D. & Albert, D. (2013). Supporting formative assessment and appraisal by smart, competence-based, probabilistic systems. In Proceedings of the 3rd Conference on the Future of Education (FoE) 2013, pp. 253–257.

[Kickmeier-Rust and Albert, 2013c]

Kickmeier-Rust, M. D. & Albert, D. (2013). Using hasse diagrams for competence-oriented learning analytics. In Andreas Holzinger & Gabriella Pasi, editors, Human-Computer Interaction and Knowledge Discovery in Complex, Unstructured, Big Data: Third International Workshop, HCI-KDD 2013, volume 7947 of Lecture Notes in Computer Science, pp. 59–64, Berlin, Heidelberg. Springer.

[Kickmeier-Rust et al., 2007]

Kickmeier-Rust, M. D., Albert, D., Hockemeyer, C., & Augustin, T. (2007). Not breaking the narrative: Individualized competence assessment in educational games. In Dan Remenyi, editor, Proceedings of the European Conference on Games Based Learning, pp. 161–168, Reading, UK. Academic Conferences Ltd.

[Kickmeier-Rust et al., 2008a]

Kickmeier-Rust, M. D., Hockemeyer, C., Albert, D., & Augustin, T. (2008). Micro adaptive, non–invasive assessment in educational games. In M. Eisenberg, Kinshuk, M. Chang, & R. McGreal, editors, Proceedings of the Second IEEE International Conference on Digital Games and Intelligent Toy Enhanced Learning (DIGITEL), pp. 135–137.

[Kickmeier-Rust et al., 2008b]

Kickmeier-Rust, M. D., Marte, B., Linek, S. B., Lalonde, T., & Albert, D. (2008). Learning with computer games: Micro level feedback and interventions. In M. E. Auer, editor, Proceedings of the International Conference on Interactive Computer Aided Learning (ICL), Kassel. Kassel University Press. CD–ROM publication.

[Kickmeier-Rust et al., 2011]

Kickmeier-Rust, M. D., Steiner, C. M., & Albert, D. (2011). Apt to adapt: Micro– and macro–level adaptation in educational games. In Thanasis Daradoumis, Santi Caballé, Angel A. Juan, & Fatos Xhafa, editors, Technology–Enhanced Systems and Adaptation Methods for Collaborative Learning Scaffolding, volume 350 of Studies in Computational Intelligence, pp. 221–238. Springer, Heidelberg.

[Kickmeier-Rust et al., 2015]

Kickmeier-Rust, M. D., Steiner, C. M., & Albert, D. (2015). Uncovering learning processes using competence-based knowledge structuring and hasse diagrams. In Proceedings of the First International Workshop on Visual Aspects of Learning Analytics Co-Located with 5th International Learning Analytics and Knowledge Conference (LAK 2015), pp. 36–40.

[Kickmeier-Rust et al., in press]

Kickmeier-Rust, M. D., Peirce, N., Owen, Schwarz, D., Verpoorten, D., & Albert, D. (in press). Immersive digital games: The interfaces for next–generation e–learning. In Proceedings of the HCI International 2007, 22–27 July 2007, Beijing, Lecture Notes in Computer Science, New York, Heidelberg. Springer.

[Koch, 1996]

Koch, U. (1996). Plattformübergreifende GUI–Entwicklung: Flexible und optimierte Strategien zur Expertenbefragung [Platform–independent GUI development: Flexible and optimized strategies for querying experts]. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

[Kopeinik et al., 2012]

Kopeinik, S., Nussbaumer, A., Bedek, M., & Albert, D. (2012). Using CbKST for learning path recommendation in game-based learning. In ICCE2012: The 20^th International Conference on Computers in Education.

[Kopeinik et al., 2014]

Kopeinik, S., Nussbaumer, A., Winter, L.-C., Albert, D., Dimache, A., & Roche, T. (2014). Combining self–regulation and competence–based guidance to personalise the learning experience in Moodle. In Proceedings of the 14^th International Conference on Advanced Learning Technologies (ICALT 2014, pp. 62–64.

[Koppen, 1989]

Koppen, M. (1989). Ordinal Data Analysis: Biorder Representation and Knowledge Spaces. Doctoral Dissertation, Katholieke Universiteit te Nijmegen, Nijmegen, The Netherlands.

[Koppen, 1993]

Koppen, M. (1993). Extracting human expertise for constructing knowledge spaces: An algorithm. Journal of Mathematical Psychology, 37 ,1–20.

[Koppen, 1994]

Koppen, M. (1994). The construction of knowledge spaces by querying experts. In Gerhard H. Fischer & Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pp. 137–147. Springer–Verlag, New York.

[Koppen, 1998]

Koppen, M. (1998). On alternative representations for knowledge spaces. Mathematical Social Sciences, 36 ,127–143.

[Koppen and Doignon, 1990]

Koppen, M. & Doignon, J.-P. (1990). How to build a knowledge space by querying an expert. Journal of Mathematical Psychology, 34 ,311–331.

[Körner, 1998]

Körner, C. (1998). Comprehension of Visualized Ordered Sets — An Empirical Approach Based on the Theory of Knowledge Spaces. Inauguraldissertation, Karl–Franzens–Universität Graz, Graz, Austria.

[Körner, 2001]

Körner, C. (2001). Comprehension of visualized ordered data structures. In T. Arnold & C.S. Herrmann, editors, Cognitive Systems & Mechanisms: KogWis 2001. Abstracts of the 5th Meeting of the German Cognitive Science Society, volume 2 of Leipzig Series in Cognitive Sciences, p. 91, Leipzig. Universitätsverlag.

[Körner and Albert, 1998]

Körner, C. & Albert, D. (1998). Experimentelle Untersuchungen zur Verständlichkeit von Graphen. In Harald Lachnit, Arthur Jacobs, & Frank Rösler, editors, Experimentelle Psychologie: Abstracts der 40. Tagung experimentell arbeitender Psychologen, 6.–9. April 1998, Marburg, Germany, p. 193, Lengerich, Germany. Pabst Science Publishers.

[Körner and Albert, 2001]

Körner, C. & Albert, D. (2001). Comprehension efficiency of graphically presented ordered sets. In K.W. Kallus, N. Posthumus, & P. Jimenez, editors, Current psychological research in Austria. Proceedings of the 4th scientific conference of the Austrian Psychological Society (ÖGP), pp. 179–182, Graz. Akademische Druck- u. Verlagsanstalt.

[Korossy, 1993]

Korossy, K. (1993). Modellierung von Wissen als Kompetenz und Performanz [Modeling knowledge as competence and performance]. Inauguraldissertation, Fakultät für Sozial– und Verhaltenswissenschaften, Universität Heidelberg, Heidelberg, Germany.

[Korossy, 1996a]

Korossy, K. (1996). Kompetenz und Performanz beim Lösen von Geometrie–Aufgaben [Competence and performance solving problems in geometry]. Zeitschrift für Experimentelle Psychologie, XLIII (2) ,279–318.

[Korossy, 1996b]

Korossy, K. (1996). A Qualitative–Structural Approach to the Modeling of Knowledge. Bericht aus dem Psychologischen Institut 83, Universität Heidelberg.

[Korossy, 1997a]

Korossy, K. (1997). Extending the theory of knowledge spaces: A competence–performance approach. Zeitschrift für Psychologie, 205 ,53–82.

[Korossy, 1997b]

Korossy, K. (1997). Kompetenz und Performanz beim Lösen von Aufgaben aus der elementaren Teilbarkeitslehre. In E. van der Meer, Th. Bachmann, R. Beyer, C. Goertz, H. Hagendorf, B. Krause, W. Sommer, H. Wandke, & M Zießler, editors, Experimentelle Psychologie: Abstracts der 39. Tagung experimentell arbeitender Psychologen, 24.–27 März 1997, Berlin, Germany, p. 371, Lengerich, Germany. Pabst Science Publishers.

[Korossy, 1998]

Korossy, K. (1998). Solvability and uniqueness of linear-recursive number sequence tasks. Methods of Psychological Research — Online, 3 (1).

[Korossy, 1999a]

Korossy, K. (1999). Modeling knowledge as competence and performance. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 103–132. Lawrence Erlbaum Associates, Mahwah, NJ.

[Korossy, 1999b]

Korossy, K. (1999). Organizing and controlling learning processes within competence–performance structures. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 157–178. Lawrence Erlbaum Associates, Mahwah, NJ.

[Krausse and Körndle, 2003]

Krausse, R. & Körndle, H. (2003). The electronic exercise. In Friedrich W. Hesse & Yasuhisa Tamura, editors, The Joint Workshop of Cognition and Learning through Media–Communication for Advanced E-Learning (JWCL), pp. 104–107. Japanisch–Deutsches Zentrum Berlin (JDZB).

[Kremser, 2000]

Kremser, M. (2000). Component–based construction of a knowledge space for children's second language english knowledge. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Kremser, 2002]

Kremser, M. (2002). The construction of an intelligent tutoring system for foreign language english learning. In Michael Auer & Ursula Auer, editors, Interactive computer aided learning (ICL) 2002. International Workshop. Kassel University Press.

[LaGrange and Ratliff, 2021]

LaGrange, J. D. & Ratliff, M. L. (2021). Curriculum spaces and mathematical models for curriculum design. Journal of Mathematical Psychology, 102.

[Lakshminarayan and Gilson, 1998]

Lakshminarayan, K. & Gilson, F. (1998). An application of a stochastic knowledge structure model. In Cornelia E. Dowling, Fred S. Roberts, & Peter Theuns, editors, Recent Progress in Mathematical Psychology, Scientific Psychology Series, pp. 155–172. Lawrence Erlbaum Associates Ltd., Mahwah, NJ.

[Lamprecht, 1998]

Lamprecht, C. (1998). Empirische Untersuchung mit Kindern zum Inventar impliziter Rechtschreibregeln (IiR) auf Basis der Wissensraumtheorie. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Lee et al., 2014]

Lee, S., Belkasim, S., Chahine, I. C., & Grinshpon, M. S. (2014). A web application for the knowledge space theory analysis: KST Web. International Journal of Engineering Research & Technology (IJERT), 3.

[Ley and Albert, 2003a]

Ley, T. & Albert, D. (2003). Identifying employee competencies in dynamic work domains: Methodological considerations and a case study. Journal of Universal Computer Science, 9 ,1500–1518.

[Ley and Albert, 2003b]

Ley, T. & Albert, D. (2003). Kompetenzmanagement als formalisierbare Abbildung von Wissen und Personalwesen. Wirtschaftspsychologie, 5 (3) ,86–93.

[Ley and Albert, 2004]

Ley, T. & Albert, D. (2004). Quality criteria for competency assignments: Examples from a project management case study. In P. Dadam & M. Reichert, editors, INFORMATIK 2004 — Informatik verbindet, Beiträge der 34. Jahrestagung der Gesellschaft für Informatik e. V. (GI), Ulm, 20.–24. September 2004, volume 2, pp. 342–246.

[Ley et al., 2005]

Ley, T., Lindstaedt, S. N., & Albert, D. (2005). Supporting competency development in informal workplace learning. In Klaus-Dieter Althoff, Andreas Dengel, Ralph Bergmann, Markus Nick, & Thomas Roth-Berghofer, editors, Professional Knowledge Management: Third Biennial Conference, WM 2005, Kaiserslautern, Germany, April 10-13, 2005, volume 3082 of Lecture Notes in Computer Science, Heidelberg. Springer Verlag.

[Ley et al., 2007]

Ley, T., Albert, D., & Lindstaedt, S. (2007). Competence management using the competence performance approach: Modeling, assessment, validation, and use. In M. A. Sicilia, editor, Competencies in Organizational E-learning: Concepts and Tools, pp. 83–119. Idea Group Inc.

[Ley et al., 2008]

Ley, T., Ulbrich, A., Scheir, P., Lindstaedt, S. N., Kump, B., & Albert, D. (2008). Modeling competencies for supporting work-integrated learning in knowledge work. Journal of Knowledge Management, 12 (6) ,31–47. doi: 10.1108/13673270810913603; 15.

[Lin et al., 2021]

Lin, F., Cao, X., & Li, J. (2021). The Language of Pre-Topology in Knowledge Spaces. Technical report.

[Lövquist et al., 2008]

Lövquist, E., Aboulafia, A., Breen, D., Shorten, G., Zhang, D., & Albert, D. (2008). Designing a simulation supported assessment system architecture for spinal anesthesia. In Proceedings of the 11^th IASTED International Conference on Computers and Advanced Technology in Education (CATE), pp. 316–321.

[Ludwig, 1995]

Ludwig, A. H. (1995). Eine themenorientierte Programmiersprache für die Präsentation und Auswertung computergestützter Test– und übungsaufgaben [A problem oriented programming language for presenting and evaluating computer aided test and training problems]. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

[Lugaric et al., 2005]

Lugaric, L., Kostanjcar, Z., & Petkovic, T. (2005). Using ICT for transfer of knowledge with application in solving technical science problems. In Proceedings of MIPRO 2005, pp. 84–89.

[Lukas, 1994]

Lukas, J. (1994). Zur Ableitung von Wissensstrukturen aus Aufgaben–Fähigkeits–Zuordnungen. In K. Pawlik, editor, Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994, p. 446. Hogrefe.

[Lukas, 1996]

Lukas, J. (1996). Die Ordnungsstruktur der wichtigsten Ordnungsrelationen. In Angela Schorr, editor, Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Marburg, Germany, p. 195, Lengerich, Germany. Pabst Science Publishers.

[Lukas, 1997]

Lukas, J. (1997). Modellierung von Fehlkonzepten in Wissensstrukturen [Modeling misconceptions in knowledge structures]. Kognitionswissenschaft, 6 (4) ,196–204.

[Lukas and Albert, 1993]

Lukas, J. & Albert, D. (1993). Knowledge assessment based on skill assignment and psychological task analysis. In Gerhard Strube & Karl F. Wender, editors, The Cognitive Psychology of Knowledge, volume 101 of Advances in Psychology, pp. 139–160. North–Holland, Amsterdam.

[Lukas and Albert, 1999]

Lukas, J. & Albert, D. (1999). Knowledge structures: What they are and how they can be used in cognitive psychology, test theory, and the design of learning environments. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 3–12. Lawrence Erlbaum Associates, Mahwah, NJ.

[Lukas et al., 1994]

Lukas, J., Albert, D., & Dowling, C. E. (1994). Formale Modelle in der Wissenspsychologie: Theorien — Methoden — Anwendungen. In K. Pawlik, editor, Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994, p. 446. Hogrefe.

[Lynch and Howlin, 2014]

Lynch, D. J. & Howlin, C. P. (2014). Uncovering latent knowledge: A comparison of two algorithms. In User Modeling, Adaptation, and Personalization: 22nd International Conference, UMAP 2014, Aalborg, Denmark, July 7-11, 2014, pp. 363–368. Springer.

[Marte et al., 2008]

Marte, B., Steiner, C. M., Heller, J., & Albert, D. (2008). Activity– and taxonomy–based knowledge representation framework. International Journal of Knowledge and learning, 4 ,189–202.

[Matayoshi, 2017]

Matayoshi, J. (2017). On the properties of well-graded partially union-closed families. Journal of Mathematical Psychology, 80 ,15–21.

[Matayoshi, 2021]

Matayoshi, J. (2021). Approximately counting and sampling knowledge states. British Journal of mathematical and Statistical Psychology, 75 ,293–318.

[matayoshi, 2022]

matayoshi, J. (2022). Approximately counting and sampling knowledge states. British Journal of mathematical and Statistical Psychology, 75 ,293–316.

[Matayoshi and Uzun, 2022]

Matayoshi, J. & Uzun, H. (2022). Learning, forgetting, and the correlation of knowledge in knowledge space theory. Journal of Mathematical Psychology, 109.

[Matayoshi et al., 2021]

Matayoshi, J., Cosyn, E., & Uzun, H. (2021). Are we there yet? evaluating the effectiveness of a recurrent neural network-based stopping algorithm for an adaptive assessment. International Journal of Artificial Intelligence in Education.

[Máth and Abari, 2011]

Máth, J. & Abari, K. (2011). Knowledge spaces and historical knowledge in practice. Applied Psychology in Hungary, 2011 (1) ,126–152.

[Mbatchou, 2019]

Mbatchou, G. (2019). Vers un modèle d’accompagnement de l’apprentissage dans les Learning Management Systems. PhD thesis, Sorbonne Universite, Paris.

[Mbatchou et al., 2018]

Mbatchou, G., Bouchet, F., Carron, T., & Philippe, P. (2018). Proposing and evaluating a model of co-construction of the learning scenario by the learner. In 15th International Conference Cognition and Exploratory Learning in Digital Age (CELDA 2018).

[Melero et al.]

Melero, J., El-Kechai, N., Yessad, A., & Labat, J.-M.Adapting learning paths in serious games: An approach based on teachers’ requirements. In S. Zvacek, M. Restivo, J. Uhomoibhi, & M. Helfert, editors, Computer Supported Education. CSEDU 2015, volume 583 of Communications in Computer and Information Science, pp. 376–394. Springer.

[Melero et al., 2015]

Melero, J., El-Kechaï, N., & Labat, J.-M. (2015). Comparing two cbkst approaches for adapting learning paths in serious games. In Gráinne Conole, Tomaz Klobucar, Christoph Rensing, Johannes Konert, & Elise Lavoué, editors, Design for Teaching and Learning in a Networked World, pp. 211–224, Cham. Springer International Publishing.

[Mertes, 2013]

Mertes, E. S. (2013). A mathematics education comparative analysis of ALEKS technology and direct classroom instruction. Phd thesis, Bethel University, Ann Arbor, Arkansas.

[Müller, 1989]

Müller, C. E. (1989). A procedure for facilitating an expert's judgments on a set of rules. In Edward E. Roskam, editor, Mathematical Psychology in Progress, pp. 157–170. Springer-Verlag, Berlin.

[Müller and Regenwetter, 1991]

Müller, R. H. & Regenwetter, M. (1991). A Procedure for Facilitating an Expert's Judgments on a Set of Rules. Official final report of the research project: ``Systèmes dynamiques simulés par ordinateur'', MEN/IPE/87/009, Ministère de l'Education Nationale, Luxembourg. Copies available from Michel Regenwetter.

[Nakamura et al., 2011]

Nakamura, Y., Tsuji, H., Seta, K., Hashimoto, K., & Albert, D. (2011). Visualization of learner's state and learning paths with knowledge structures. In Andreas König, Andreas Dengel, Knut Hinkelmann, Koichi Kise, Robert J. Howlett, & Lakhmi C. Jain, editors, Knowledge-Based and Intelligent Information and Engineering Systems: 15th International Conference, KES 2011, Kaiserslautern, Germany, September 12-14, 2011, Proceedings, Part IV, pp. 261–270. Springer Berlin Heidelberg, Berlin, Heidelberg, Germany.

[Narciss, 1994]

Narciss, S. (1994). Empirische Untersuchungen zur kognitiven Repräsentation bewegungsstruktureller Merkmale. Ein wissenspsychologischer Ansatz zur theoretischen Fundierung des mentalen Trainings. Dissertation, Universität Heidelberg, Germany.

[Narciss, 1999]

Narciss, S. (1999). Application of doignon and falmagne's theory of knowledge structures to the assessment of motor learning processes. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 197–220. Lawrence Erlbaum Associates, Mahwah, NJ.

[Nasar, 2016]

Nasar, S. (2016). Knowledge Space Framework: An API for representation, persistence and visualization of knowledge spaces. Technical report. Electronic Preprint arXiv:1612.02111, arXiv.org.

[Nicotra and Spoto, 2019]

Nicotra, E. F. & Spoto, A. (2019). Connections and Dissimilarities Among Formal Concept Analysis, Knowledge Space Theory and Cognitive Diagnostic Models in a Systemic Perspective, pp. 235–241. Springer International Publishing, Cham.

[Nitzsche, 1996]

Nitzsche, S. (1996). Experimentelle überprüfung von Strukturen zur Wissensdiagnose — Anwendungsfeld: gezielte Aus– und Weiterbildung. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

[Noventa et al., 2019]

Noventa, S., Spoto, A., Heller, J., & Kelava, A. (2019). On a generalization of local independence in item response theory based on knowledge space theory. Psychometrika, 84 ,395–421.

[Noventa et al., 2021]

Noventa, S., Heller, J., & Stefanutti, L. (2021). Some considerations on the factorization of state probabilities in knowledge structures. Journal of Mathematical Psychology, 102 ,102542.

[Nussbaumer et al., 2007a]

Nussbaumer, A., Gütl, C., & Albert, D. (2007). Supporting technology-enhanced learning through semi-automatic detection and management of skill and competence structures. In Proceedings of the 10th International Conference on Interactive Computer aided Learning (ICL 2007), 26 . 28 September 2007, Villach, Austria.

[Nussbaumer et al., 2007b]

Nussbaumer, A., Gütl, C., & Albert, D. (2007). Towards a web service for competence-based learning and testing. In Proceedings of the World Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA 2007), 25-29 June 2007, Vancouver, Canada.

[Nussbaumer et al., 2007c]

Nussbaumer, A., Gütl, C., & Hockemeyer, C. (2007). A generic solution approach for integrating adaptivity into web-based e-learning platforms. In Proceedings of the International Conference on Interactive Mobile and Computer Aided Learning (IMCL 2007), Amman, Jordan.

[Nussbaumer et al., 2008]

Nussbaumer, A., Steiner, C., & Albert, D. (2008). Visualisation tools for supporting self–regulated learning through exploiting competence structures. In Proceedings of I–KNOW '08 and I–MEDIA '08, pp. 288–295.

[Nussbaumer et al., 2009]

Nussbaumer, A., Gütl, C., Albert, D., & Helic, D. (2009). Competence-based adaptation of learning environments in 3D space. In Proceedings of the 4th International Conference on Interactive Mobile and Computer Aided Learning (IMCL 2009), pp. 103–108.

[Nussbaumer et al., 2015a]

Nussbaumer, A., Dahn, I., Kroop, S., Mikroyannidis, A., & Albert, D. (2015). Supporting self-regulated learning. In Sylvana Kroop, Alexander Mikroyannidis, & Martin Wolpers, editors, Responsive Open Learning Environments, pp. 17–48. Springer, Heidelberg.

[Nussbaumer et al., 2015b]

Nussbaumer, A., Hillemann, E.-C., Gütl, C., & Albert, D. (2015). A competence–based service for supporting self–regulated learning in virtual environments. Journal of Learning Analytics, 2 ,101–133.

[Perucci et al., 2004]

Perucci, V., Heller, J., & Agnoli, F. (2004). Identifying solution strategies in a cube comparison task using a knowledge structure approach. Testing Psicometria Metodologia, 11 (3) ,163–189.

[Pilato et al., 2008]

Pilato, G., Pirrone, R., & Rizzo, R. (2008). A KST–based system for student tutoring. Applied Artificial Intelligence, 22 ,283–308.

[Pilgerstorfer et al., 2006]

Pilgerstorfer, M., Albert, D., & Camhy, D. G. (2006). Considerations on personalized training in philosophy for children. In Daniela G. Camhy & R. Born, editors, Encouraging Philosophical Thinking: Proceedings of the International Conference on Philosophy for Children in Graz, Austria, volume 17 of Conceptus–Studien, pp. 85–89, Sankt Augustin, Germany. Academia–Verlag.

[Pötzi, 2001]

Pötzi, S. (2001). Documentation of the libsrbt Library. Unpublished technical report, Institut für Psychologie, Karl–Franzens–Universität Graz, Austria. https://kst.hockemeyer.at/techreports/libsrbt_TechRep_FWF01.pdf.

[Pötzi and Wesiak, 2001]

Pötzi, S. & Wesiak, G. (2001). SRbT Tools User Manual. Unpublished technical report, Institut für Psychologie, Karl–Franzens–Universität Graz, Austria. https://kst.hockemeyer.at/techreports/SRBT-Tools_TechRep_FWF01.pdf.

[Prediger, to appear]

Prediger, S. (to appear). Formal concept analysis for general objects. Electronic Notes in Discrete Mathematics, 2.

[Preis, 2000]

Preis, A. (2000). Component–based structuring of children's reading and writing competencies in German. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Ptucha, 1994]

Ptucha, J. (1994). Kognitive Operationen beim Fortsetzen von Zahlenfolgen: Eine experimentelle Untersuchung zur Theorie der Wissensräume. Zeitschrift für Psychologie, 202 ,253–274.

[Quante, 1996]

Quante, K. A. (1996). Plattformübergreifende GUI–Entwicklung: Integration und Optimierung eines Programms zur Expertenbefragung [Platform–independent GUI development: Integrating and optimizing a program for querying experts]. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

[Rachdi-Sakac, 2000]

Rachdi-Sakac, M. (2000). Graphische veranschaulichungen im Bereich der elementaren Wahrscheinlichkeitsrechnung — eine Untersuchung im Rahmen der Wissensraumtheorie. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Rappitsch, 1997]

Rappitsch, M. (1997). Konstruktion und empirische überprüfung eines Schlagzeugtests auf Basis der Wissensraumtheorie. Unveröffentlichte Naturwissenschaftliche Diplomarbeit, Karl–Franzens–Universität, Graz, Austria.

[Reddy and Harper, 2013]

Reddy, A. A. & Harper, M. (2013). ALEKS–based placement at the University of Illinois. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 51–68. Springer, Heidelberg.

[Reed, 2017]

Reed, A. E. (2017). The influence of adaptive instructional technology on student achievement in reading. PhD thesis, Capella University, Harold Abel School of Social and Behavioral Sciences, US.

[Reimann et al., 2013]

Reimann, P., Kickmeier-Rust, M. D., & Albert, D. (2013). Problem solving learning environments and assessment: A knowledge space theory approach. Computers & Education, 64 ,183–193.

[Riegler, 1999]

Riegler, K. (1999). Konstruktion von Wissensräumen im Symptombereich der Panikattacke. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Riesenhuber, 1995]

Riesenhuber, E. (1995). Empirische überprüfung einer Komponentenstruktur zu Schreib– und Lesefähigkeiten. Unveröffentlichte Naturwissenschaftliche Diplomarbeit, Karl–Franzens–Universität, Graz, Austria.

[Robusto and Stefanutti, 2014]

Robusto, E. & Stefanutti, L. (2014). Extracting a knowledge structure from the data by a maximum residuals method. Testing, Psychometrics, Methodology in Applied Psychology, 21 ,421–433.

[Robusto et al., 2010]

Robusto, E., Stefanutti, L., & Anselmi, P. (2010). The gain–loss model: A probabilistic skill multimap model for assessing learning processes. Journal of Educational Measurement, 47 (3) ,373–394.

[Rodenhausen, 2011]

Rodenhausen, H. (2011). Knowledge Description and Galois Correspondence: Practical Impact of a Structural Idea. Serie Mathematik. Shaker Verlag, Herzogenrath.

[Rusch, 1994]

Rusch, A. (1994). Wissensräume und formale Begriffsanalyse [Knowlege spaces and formal concept analysis]. Diplomarbeit, Technische Hochschule Darmstadt, Germany.

[Rusch and Wille, 1996]

Rusch, A. & Wille, R. (1996). Knowledge spaces and formal concept analysis. In Hans-Hermann Bock & Wolfgang Polasek, editors, Data Analysis and Information Systems, Studies in Classification, Data Analysis, and Knowledge Organization, pp. 427–436, Berlin, Germany. Springer–Verlag.

[Sabo et al., 2013]

Sabo, K. E., Atkinson, R. K., Barrus, A. L., Joseph, S. S., & Perez, R. S. (2013). Searching for the two sigma advantage: Evaluating algebra intelligent tutors. Computers in Human Behavior, 29 ,1833–1840.

[Sargin, 2010]

Sargin, A. (2010). Data Analysis Methods in Knowledge Space Theory. Phd thesis, Universität Augsburg, Germany.

[Sargin and Ünlü, 2009]

Sargin, A. & Ünlü, A. (2009). Inductive item tree analysis: Corrections, improvements, and comparisons. Mathematical Social Sciences, 58 ,376–392.

[Sargin and Ünlü, 2010]

Sargin, A. & Ünlü, A. (2010). The R package DAKS: Basic functions and complex algorithms in knowledge space theory. In Hermann Locarek-Junge & Claus Weihs, editors, Classification as a Tool for Research, pp. 263–270, Berlin, Heidelberg. Springer Berlin Heidelberg.

[Sargin and Ünlü, 2016]

Sargin, A. & Ünlü, A. (2016). DAKS: Data Analysis and Knowledge Spaces. Technical report. R package version 2.1-3.

[Schoonenboom et al., 2007]

Schoonenboom, J., Heller, J., Keenoy, K., Levene, M., & Turcsanyi-Szabo, M., editors (2007). Trails in Education: Technologies that Support Navigational Learning. Sense Publisher, Rotterdam.

[Schrepp, 1993]

Schrepp, M. (1993). Über die Beziehung zwischen kognitiven Prozessen und Wissensräumen beim Problemlösen [On the relationship between cognitive processes and knowledge spaces for problem solving]. Dissertation, Universität Heidelberg, Germany.

[Schrepp, 1995]

Schrepp, M. (1995). Modeling interindividual differences in solving letter series completion problems. Zeitschrift für Psychologie, 203 ,173–188.

[Schrepp, 1997]

Schrepp, M. (1997). A generalization of knowledge space theory to problems with more than two answer alternatives. Journal of Mathematical Psychology, 41 ,237–243.

[Schrepp, 1999a]

Schrepp, M. (1999). An empirical test of a process model for letter series completion problems. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 133–154. Lawrence Erlbaum Associates, Mahwah, NJ.

[Schrepp, 1999b]

Schrepp, M. (1999). Extracting knowledge structures from observed data. British Journal of Mathematical and Statistical Psychology, 52 ,213–224.

[Schrepp, 1999c]

Schrepp, M. (1999). On the empirical construction of implications between bi-valued test items. Mathematical Social Sciences, 38 ,361–375.

[Schrepp, 2001]

Schrepp, M. (2001). A method for comparing knowledge structures concerning their adequacy. Journal of Mathematical Psychology, 45 ,480–496.

[Schrepp, 2002]

Schrepp, M. (2002). Explorative analysis of empirical data by boolean analysis of questionnaires. Zeitschrift für Psychologie, 210 ,99–110.

[Schrepp, 2003]

Schrepp, M. (2003). A method for the analysis of hierarchical dependencies between items of a questionnaire. Methods of Psychological Research — Online, 19 ,43–79.

[Schrepp, 2005]

Schrepp, M. (2005). About the connection between knowledge structures and latent class models. Methodology, 1 (3) ,92–102.

[Schrepp, 2006a]

Schrepp, M. (2006). Properties of the correlational agreement coefficient: A comment to ünlü and Albert (2004). Mathematical Social Sciences, 51 ,117–123.

[Schrepp, 2006b]

Schrepp, M. (2006). The use of configural frequency analysis for explorative data analysis. British Journal of Mathematical and Statistical Psychology, 59 ,59–73.

[Schrepp, 2007]

Schrepp, M. (2007). On the evaluation of fit measures for quasi–orders. Mathematical Social Sciences, 53 ,196–208.

[Schrepp and Held, 1995]

Schrepp, M. & Held, T. (1995). A simulation study concerning the effect of errors on the establishment of knowledge spaces by querying experts. Journal of Mathematical Psychology, 39 ,376–382.

[Schrepp and Korossy, 1998]

Schrepp, M. & Korossy, K. (1998). Fehlkonzepte und Fehlkonzeptanwendungen bei elementaren Aufgaben zum Vereinfachen von Bruchtermen. Zeitschrift für Psychologie, 206 ,47–73.

[Schrepp and Ünlü, 2015]

Schrepp, M. & Ünlü, A. (2015). On the creation of representative samples of random quasi-orders. Frontiers in Psychology, 6 ,1791–1798.

[Schrepp et al., 1999]

Schrepp, M., Held, T., & Albert, D. (1999). Component–based construction of surmise relations for chess problems. In Dietrich Albert & Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pp. 41–66. Lawrence Erlbaum Associates, Mahwah, NJ.

[Schwarz, 1999]

Schwarz, W. (1999). Partizipatives Verhalten von Mitarbeitern an unternehmenskulturellen Werten. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Seffah et al., 1999]

Seffah, A., Desmarais, M., & Khuwaja, R. (1999). Mastering object–oriented technology using a self–learning and self–assessment system. Applications in Engineering Education Journal, 7 (3) ,162–170.

[Segedinac et al., 2010]

Segedinac, M., Savic, G., Konjovic, Z., & Segedinac, M. (2010). Optimal counterexamples expectation based method for knowledge space construction. In 8^th International Symposium on Intelligent Systems and Informatics (SISY 2010), pp. 273–278, Los Alamitos, CA. IEEE.

[Serra et al., 2015]

Serra, F., Spoto, A., Ghisi, M., & Vidotto, G. (2015). Formal psychological assessment in evaluating depression: A new methodology to build exhaustive and irredundant adaptive questionnaires. PLOS one, 10 (4) ,e0122131.

[Silly, 2000]

Silly, M. (2000). Empirische Untersuchung zur Analyse und Strukturierung der physikalischen Dynamik mit den Methoden der Wissensraumtheorie. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Simon, 1999]

Simon, T. (1999). Erfassung von Englischkenntnissen deutschsprachiger Schüler auf Basis der Wissensraumtheorie. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Sitthisak and Gilbert, 2014]

Sitthisak, O. & Gilbert, L. (2014). Integrating competence models with knowledge space theory for adaptive assessment. International Journal of e–Assessment, 1 (1).

[Sitthisak et al., 2013a]

Sitthisak, O., Gilbert, L., & Albert, D. (2013). Adaptive learning using an integration of competence model with knowledge space theory. In Proceedings of the International Conference on Advanced Applied Informatics (ICAAI 2013), pp. 199–202. IEEE.

[Sitthisak et al., 2013b]

Sitthisak, O., Gilbert, L., & Albert, D. (2013). Learning in moodle using competence–based knowledge space theory and IMS QTI. In Proceedings of the International Computer Science and Engineering Conference (ICSEC 2013), pp. 53–57. IEEE.

[Smith, 2013]

Smith, D. (2013). ALEKS: An artificial intelligence-based distance learning system. Distance Learning, 10 (3) ,51–66.

[Spoto and Stefanutti, 2020]

Spoto, A. & Stefanutti, L. (2020). On the necessary and sufficient conditions for delineating forward– and backward–graded knowledge structures from skill maps. Journal of Mathematical Psychology, 99.

[Spoto and Stefanutti, 2022]

Spoto, A. & Stefanutti, L. (2022). Empirical indistinguishability: From the knowledge structure to the skills. British Journal of Mathematical and Statistical Psychology.

[Spoto et al., 2010]

Spoto, A., Stefanutti, L., & Vidotto, G. (2010). Knowledge space theory, formal concept analysis, and computerized psychological assessment. Behavior Research Methods, 42 (1) ,342–350.

[Spoto et al., 2012]

Spoto, A., Stefanutti, L., & Vidotto, G. (2012). On the unidentifiability of a certain class of skill multi map based probabilistic knowledge structures. Journal of Mathematical Psychology, 56 (4) ,248–255.

[Spoto et al., 2013a]

Spoto, A., Bottesi, G., Sanavio, E., & Vidotto, G. (2013). Theoretical foundations and clinical implications of formal psychological assessment. Psychotherapy and Psychosomatics, 82 ,197–199.

[Spoto et al., 2013b]

Spoto, A., Stefanutti, L., & Vidotto, G. (2013). Considerations about the identification of forward- and backward-graded knowledge structures. Journal of Mathematical Psychology, 57 (5) ,249–254.

[Spoto et al., 2013c]

Spoto, A., Vidotto, G., & Stefanutti, L. (2013). Skill map based knowledge structures: some considerations about their identifiability. Electronic Notes in Discrete Mathematics, 42 ,73–80.

[Spoto et al., 2016]

Spoto, A., Stefanutti, L., & Vidotto, G. (2016). An iterative procedure for extracting skill maps from data. Behavior Research Methods, 48 (2) ,729–741.

[Spoto et al., 2018]

Spoto, A., Serra, F., Donadello, I., Granziol, U., & Vidotto, G. (2018). New perspectives in the adaptive assessment of depression: The ATS-PD version of the QuEDS. Frontiers in Psychology, 9 ,1101.

[Stahl, 2008]

Stahl, C. (2008). Developing a Framework for Competence Assessment. Unpublished dissertation, Vienna University of Economics and Business.

[Stahl et al., 2022]

Stahl, C., Meyer, D., & Hockemeyer, C. (2022). kst: Knowledge Space Theory. R package version 0.5-4.

[Staudacher, 1999]

Staudacher, C. (1999). Empirische Überprüfung einer Wissensraumhypothese zu einem Teilgebiet der psychologischen Entscheidungsforschung. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Stefanutti, 2002]

Stefanutti, L. (2002). Construction of an event structure for workflow analysis in an austrian competence center. In 14th Workshop of Marie Curie Fellows: Research Training in Progress, p. 219. European Commission. Poster at the Marie Curie Workshop at Donostia–San Sebastian, Spain, 28–30 November.

[Stefanutti, 2006]

Stefanutti, L. (2006). A logistic approach to knowledge structures. Journal of Mathematical psychology, 50 ,545–561.

[Stefanutti, 2008]

Stefanutti, L. (2008). A characterization of the concept of independence in knowledge structures. Journal of Mathematical Psychology, 52 (4) ,207–217.

[Stefanutti, 2012]

Stefanutti, L. (2012). Review of learning spaces: interdisciplinary applied mathematics. Journal of Mathematical Psychology, 56 (5) ,392–394.

[Stefanutti, 2019]

Stefanutti, L. (2019). On the assessment of procedural knowledge: From problem spaces to knowledge spaces. British Journal of Mathematical and Statistical Psychology, 72 ,185–218.

[Stefanutti and Albert, 2002]

Stefanutti, L. & Albert, D. (2002). Efficient assessment of organizational action based on knoweldge space theory. In Klaus Tochtermann & Hermann Maurer, editors, 2^nd International Conference on Knowledge Management, Journal of Universal Computer Science, pp. 183–190.

[Stefanutti and Albert, 2003a]

Stefanutti, L. & Albert, D. (2003). Skill assessment in problem solving and simulated learning environments. Journal of Universal Computer Science, 9 (12) ,1455–1468.

[Stefanutti and Albert, 2003b]

Stefanutti, L. & Albert, D. (2003). Skill assessment in task simulation. In Klaus Tochtermann & Hermann Maurer, editors, 3^rd International conference on Knowledge Management, Graz, Austria, 2–4 July 2003, Journal of Universal Computer Sciences, pp. 174–180.

[Stefanutti and de Chiusole, 2017]

Stefanutti, L. & de Chiusole, D. (2017). On the assessment of learning in competence based knowledge space theory. Journal of Mathematical Psychology, 80 ,22–32.

[Stefanutti and Koppen, 2003]

Stefanutti, L. & Koppen, M. (2003). A procedure for the incremental construction of a knowledge space. Journal of Mathematical Psychology, 47 (3) ,265–277.

[Stefanutti and Robusto, 2009]

Stefanutti, L. & Robusto, E. (2009). Recovering a probabilistic knowledge structure by constraining its parameter space. Psychometrika, 72 ,83–96.

[Stefanutti and Spoto, 2020]

Stefanutti, L. & Spoto, A. (2020). Blim's identifiability and parameter invariance under backward and forward transformations. Journal of Mathematical Psychology, 95.

[Stefanutti and Spoto, 2021]

Stefanutti, L. & Spoto, A. (2021). On the empirical indistinguishability of knowledge structures. British Journal of Mathematical and Statistical Psychology, 74 ,465–486.

[Stefanutti et al., 2003]

Stefanutti, L., Hockemeyer, C., & Albert, D. (2003). Derivation of knowledge structures for distributed learning objects. In Theo Dimitrakos, Pierluigi Ritrovato, & Saverio Salerno, editors, 3rd LEGE–WG International Workshop on e–Learning and Grid Technologies, Berlin, 3 December 2003, Electronic Workshops in Computing (eWIC), Wiltshire, UK. British Computer Society (BCS).

[Stefanutti et al., 2004]

Stefanutti, L., Albert, D., & Hockemeyer, C. (2004). Structuring and merging distributed content. In Theo Dimitrakos & Pierluigi Ritrovato, editors, 4th International LeGE-WG Workshop - Towards a European Learning Grid Infrastructure: Progressing with a European Learning Grid, Electronic Workshops in Computing (eWIC), Wiltshire, UK. British Computer Society (BCS).

[Stefanutti et al., 2005a]

Stefanutti, L., Albert, D., & Hockemeyer, C. (2005). Structuring and merging distributed content. In Pierluigi Ritrovato, Colin Allison, Stefano A. Cerri, Theo Dimitrakosand Matteo Gaeta, & Saverio Salerno, editors, Towards the Learning Grid: Advances in Human Learning Services, volume 127 of Frontiers in Artificial Intelligence and Applications, pp. 113–118. IOS Press, Amsterdam.

[Stefanutti et al., 2005b]

Stefanutti, L., Hockemeyer, C., & Albert, D. (2005). Derivation of knowledge structures for distributed learning objects. In Pierluigi Ritrovato, Colin Allison, Stefano A. Cerri, Theo Dimitrakosand Matteo Gaeta, & Saverio Salerno, editors, Towards the Learning Grid: Advances in Human Learning Services, volume 127 of Frontiers in Artificial Intelligence and Applications, pp. 105–112. IOS Press, Amsterdam.

[Stefanutti et al., 2011]

Stefanutti, L., Anselmi, P., & Robusto, E. (2011). Assessing learning processes with the gain–loss model. Behavior Research Methods, 43 ,66–76.

[Stefanutti et al., 2012]

Stefanutti, L., Heller, J., Anselmi, P., & Robusto, E. (2012). Assessing the local identifiability of probabilistic knowledge structures. Behavior Research Methods, 44 ,1197–1211.

[Stefanutti et al., 2018]

Stefanutti, L., Spoto, A., & Vidotto, G. (2018). Detecting and explaining BLIM's unidentifiability: Forward and backward parameter transformation groups. Journal of Mathematical Psychology, 82 ,38–51.

[Stefanutti et al., 2020a]

Stefanutti, L., Anselmi, P., de Chiusole, D., & Spoto, A. (2020). On the polytomous generalization of knowledge space theory. Journal of Mathematical Psychology, 94.

[Stefanutti et al., 2020b]

Stefanutti, L., de Chiusole, D., Anselmi, P., & Spoto, A. (2020). Extending the basic local independence model to polytomous data. Psychometrika, 85 ,684–715.

[Stefanutti et al., 2020c]

Stefanutti, L., de Chiusole, D., Gondan, M., & Maurer, A. (2020). Modeling misconceptions in knowledge space theory. Journal of Mathematical Psychology, 99 ,102435.

[Stefanutti et al., 2021]

Stefanutti, L., de Chiusole, D., & Brancaccio, A. (2021). Markov solution processes: Modeling human problem solving with procedural knowledge space theory. Journal of Mathematical Psychology, 103 ,102552.

[Steiner and Albert, 2008]

Steiner, C. & Albert, D. (2008). Personalising learning through prerequisite structures derived from concept maps. In Howard Leung, Frederick Li, Rynson Lau, & Qing Li, editors, Advances in Web Based learning — ICWL 2007, volume 4823 of lecture Notes in Computer Science, pp. 45–54.

[Steiner and Albert, 2011]

Steiner, C. M. & Albert, D. (2011). Competence-based knowledge space theory as a framework for intelligent metacognitive scaffolding. In Gautam Biswas, Susan Bull, Judy Kay, & Antonija Mitrovic, editors, Artificial Intelligence in Education—15^th International Conference, AIED 2011, volume 6738 of Lecture Notes in Computer Science, pp. 563–565. Springer.

[Steiner et al., 2007]

Steiner, C., Albert, D., & Heller, J. (2007). Concept mapping as a means to build E–Learning. In Nicole A. Buzzetto-More, editor, Advance principles of Effective e–Learning, pp. 59–111. Informing Science Press, Santa Rosa, CA.

[Steiner et al., 2009]

Steiner, C. M., Nussbaumer, A., & Albert, D. (2009). Supporting self-regulated personalised learning through competence-based knowledge space theory. Policy Futures in Education, 7 (6) ,645–661.

[Steiner et al., 2012]

Steiner, C. M., Marte, B., Heller, J., & Albert, D. (2012). Activity– and taxonomy–based knowledge representation. In N. M. Seel, editor, Encyclopedia of the Sciences of Learning, Part 1, pp. 80–83. Springer, Berlin.

[Stockinger, 1999]

Stockinger, D. (1999). Kompetenz und Performanz in einem Teilbereich der elementaren Algebra: Eine empirische Untersuchung zur Kompetenz–Performanz–Theorie von K. Korossy. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Suck, 1994]

Suck, R. (1994). A theorem on order extensions: Embeddability of a system of weak orders to meet solvability constraints. Journal of Mathematical Psychology, 38 (1) ,128–134.

[Suck, 1998]

Suck, R. (1998). Ordering orders. Mathematical Social Sciences, 36 ,91–104.

[Suck, 1999a]

Suck, R. (1999). The basis of a knowledge space and a generalized interval order. Electronic Notes in Discrete Mathematics, 2. Abstract of a Talk presented at the OSDA98, Amherst, MA, September 1998.

[Suck, 1999b]

Suck, R. (1999). A dimension–related metric on the lattice of knowledge spaces. Journal of Mathematical Psychology, 43 ,394–409.

[Suck, 2003]

Suck, R. (2003). Parsimonious set representations of orders, a generalization of the interval order concept, and knowledge spaces. Discrete Applied Mathematics, 127 (2) ,373–386.

[Suck, 2004]

Suck, R. (2004). Set representation of orders and a structural equivalent of saturation. Journl of Mathematical Psychology, 48 (3) ,159–166.

[Suck, 2011]

Suck, R. (2011). Knowledge spaces regarded as set representations of skill structures. In E. Dzhafarov & L. Perry, editors, Descriptive and Normative Approaches to Human Behavior, pp. 249–270. World Scientific, London.

[Suck, 2021]

Suck, R. (2021). Skills first — an alternative approach to construct knowledge spaces. Journal of Mathematical Psychology, 101 ,102517.

[Sullins et al., 2013]

Sullins, J., Meister, R., Craig, S. D., Wilson, W. M., Baragliotti, A., & Hu, X. (2013). The impact of a mathematical intelligent tutoring system on students' performance on standardized high–stake tests. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 69–78. Springer, Heidelberg.

[Sun et al., 2021]

Sun, W., Li, J., Ge, X., & Lin, Y. (2021). Knowledge structures delineated by fuzzy skill maps. Fuzzy Sets and Systems, 407 ,50–66.

[Taagepera and Arasasingham, 2013]

Taagepera, M. & Arasasingham, R. D. (2013). Using knowledge space theory to assess student understanding of chemistry. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 115–128. Springer, Heidelberg.

[Taagepera and Noori, 2000]

Taagepera, M. & Noori, S. (2000). Mapping students' thinking patterns in learning organic chemistry by the use of the kinowledge space theory. Journal of Chemical Education, 77 ,1224–1229.

[Taagepera et al., 1997]

Taagepera, M., Potter, F., Miller, G. E., & Lakshminarayan, K. (1997). Mapping students' thinking patterns by the use of knowledge space theory. International Journal of Science Education, 19 ,283–302.

[Taagepera et al., 2002]

Taagepera, M., Arasasingham, R. D., Potter, F., Soroudi, A., & Lam, G. (2002). Following the development of the bonding concept using knowledge space theory. Journal of Chemical Education, 79 ,756–762.

[Taagepera et al., 2011]

Taagepera, M., Arasasingham, R. D., King, S., Potter, F., Martorell, I., Ford, D., Wu, J., & Kearney, A. M. (2011). Imtegrating symmetry in stereochemical analysis in introductory organic chemistry. Chemical Education Research and Practice, 12 ,322–330.

[Theuns, 1992]

Theuns, P. (1992). Dichotomization methods in Boolean analysis of co-occurrence data. Doctoral Dissertation, Vrije Universiteit Brussel, Brussels, Belgium.

[Theuns, 1998]

Theuns, P. (1998). Building a knowledge space via boolean analysis of co–occurrence data. In Cornelia E. Dowling, Fred S. Roberts, & Peter Theuns, editors, Recent Progress in Mathematical Psychology, Scientific Psychology Series, pp. 173–194. Lawrence Erlbaum Associates Ltd., Mahwah, NJ.

[Thiéry, 2001]

Thiéry, N. (2001). Dynamically Adapting Knowledge Spaces. Doctoral Dissertation, University of California at Irvine.

[Thiéry et al., 1995]

Thiéry, N., Cosyn, E., Lauly, D., Yu, L.-J., & Falmagne, J.-C. (1995). Knowledge Assessment via the Web. Technical Report MBS 95–18, Institute for Mathematical Behavioral Science, UC Irvine.

[Ünlü, 2004]

Ünlü, A. (2004). The Correlational Agreement Coefficient CA and an Alternative Kappa.. Unpublished doctoral dissertation, Graz University of Technology, Graz, Austria.

[Ünlü, 2005]

Ünlü, A. (2005). Analysis of multinomial response data: A measure for evaluating knowledge structures. In J. Janssen & P. Lenca, editors, Applied Stochastic Models and Data Analysis, pp. 296–304. ENST Bretagne, Brest, France.

[Ünlü, 2006]

Ünlü, A. (2006). Estimation of careless error and lucky guess probabilities for dichotomous test items: A psychometric application of a biometric latent class model with random effects. Journal of Mathematical Psychology, 50 ,309–328.

[Ünlü, 2007]

Ünlü, A. (2007). Nonparametric item response theory axioms and properties under nonlinearity and their exemplification with knowledge space theory. Journal of Mathematical Psychology, 51 ,383–400.

[Ünlü, 2008]

Ünlü, A. (2008). A note on monotone likelihood ratio of the total score variable in unidimensional item response theory. British Journal of Mathematical and Statistical Psychology, 61 ,179–187.

[Ünlü, 2009a]

Ünlü, A. (2009). The correlational agreement coefficient CA and an alternative κ. Cuvillier Verlag, Göttingen, Germany.

[Ünlü, 2009b]

Ünlü, A. (2009). Statistical and Probabilistic Contributions to the Theory of Knowledge Spaces. Habilitation thesis, University of Augsburg, Germany.

[Ünlü, 2011]

Ünlü, A. (2011). A note on the connection between knowledge structures and latent class models. Methodology: European Journal of Research Methods, 7 ,63–67.

[Ünlü and Albert, 2004]

Ünlü, A. & Albert, D. (2004). The correlational agreement coefficient CA ( leq ,D) — a mathematical analysis of a descriptive goodness–of–fit measure. Mathematical Social Sciences, 48 ,281–314.

[Ünlü and Kickmeier-Rust, 2006]

Ünlü, A. & Kickmeier-Rust, M. D. (2006). Prediction of solvavility dependencies between dichotomous test items: A local order–theoretic measure of association. In A. Rizzi & M. Vichi, editors, COMPSTAT 2006: Proceedings in Computational Statistics, pp. 631–638, Berlin. Springer.

[Ünlü and Malik, 2008]

Ünlü, A. & Malik, W. A. (2008). Psychometric data analysis: A size/fit trade–off evaluation procedure for knowledge structures. Journal of Data Science, 6 ,491–514.

[Ünlü and Sargin, 2008]

Ünlü, A. & Sargin, A. (2008). Maximum likelihood methodology for diff fit measures for quasi orders. Technical Report 030/2008, Institute of Mathematics, University of Augsburg, Augsburg, Germany.

[Ünlü and Sargin, 2009]

Ünlü, A. & Sargin, A. (2009). Interactive visualization of assessment data: the software package Mondrian. Applied Psychological Measurement, 33 ,148–156.

[Ünlü and Sargin, 2010]

Ünlü, A. & Sargin, A. (2010). DAKS: An R package for data analysis methods in knowledge space theory. Journal of Statistical Software, 37 ,1–31.

[Ünlü and Sargin, 2011]

Ünlü, A. & Sargin, A. (2011). Mosaic displays for combinatorial psychometric models. In P. Cerchiello & C. Tarantola, editors, Proceedings of the Classification and data Analysis Group of the Italian Statistical Society, Pavia, Italy.

[Ünlü and Schrepp, 2016]

Ünlü, A. & Schrepp, M. (2016). Toward a principled sampling theory for quasi–orders. Frontiers in Psychology, 7 ,1656–1678. doi: 10.3389/fpsyg.2016.01656.

[Ünlü and Schrepp, 2021]

Ünlü, A. & Schrepp, M. (2021). Generalized indictive item tree analysis. Journal of Mathematical Psychology, 103 ,102547.

[Ünlü et al., 2007a]

Ünlü, A., Brandt, S., & Albert, D. (2007). Corrigendum to "surmise relations between tests — mathematical considerations": [Discrete Applied Mathematics 127 (2003) 221–239]. Discrete Applied Mathematics, 155 ,2401–2402.

[Ünlü et al., 2007b]

Ünlü, A., Brandt, S., & Albert, D. (2007). Test Surmise Relations, Test Knowledge Structures, and their Characterizations. Technical Report 035/2007, Institute of Mathematics, University of Augsburg, Augsburg, Germany.

[Ünlü et al., 2013a]

Ünlü, A., Sargin, A., & Viehrig, M. (2013). Mosaics for visualizing knowledge structures. Journal of data Science, 11 (3) ,479–499.

[Ünlü et al., 2013b]

Ünlü, A., Schrepp, M., Heller, J., Hockemeyer, C., Wesiak, G., & Albert, D. (2013). Recent developments in performance–based knowledge space theory. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, & Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pp. 147–192. Springer, Heidelberg.

[Unnewehr, 1992]

Unnewehr, J. (1992). Benutzerhandbuch Prozeduren zur Wissendiagnose [User manual procedures for the assessment of knowledge]. Bericht aus dem Psychologischen Institut 74, Universität Heidelberg.

[Unnewehr, 1993]

Unnewehr, J. (1993). Knowledge Assessment Procedures 2.0. Arbeitsbericht aus dem Projekt ``Wissensstruktur'', Universität Heidelberg.

[Villano, 1991]

Villano, M. (1991). Computerized knowledge assessment: Building the knowledge structure and calibrating the assessment routine. Doctoral Dissertation, New York University, New York.

[Villano, 1992]

Villano, M. (1992). Probabilistic student models: Bayesian belief networks and knowledge space theory. In Intelligent Tutoring System. Second International Conference, Lecture Notes in Computer Science, pp. 491–498, New York. Springer-Verlag.

[Villano and Bloom, 1992]

Villano, M. & Bloom, C. (1992). Probabilistic student modeling with knowledge space theory. Technical Report Contract No. F33615-91-C-0002., Technical Training Research Division, Human Resources Directorate, Brooks AFB, TX.

[Villano et al., 1987]

Villano, M., Falmagne, J.-C., Johannesen, L., & Doignon, J.-P. (1987). Stochastic procedures for assessing an individual's state of knowledge. In Proceedings of the International Conference on Computer-assisted Learning in Post-Secondary Education, Calgary 1987, pp. 369–371, Calgary. University of Calgary Press.

[Wang et al., 2017]

Wang, S., He, F., & Andersen, E. (2017). A unified framework for knowledge assessment and progression analysis and design. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, CHI '17, pp. 937–948, New York, NY, USA. ACM.

[Wang et al., 2022a]

Wang, B., Li, J., & Sun, W. (2022). Cd-polytomous knowledge spaces and corresponding polytomous surmise systems. British Journal of Mathematical and Statistical Psychology, 76 ,87–105.

[Wang et al., 2022b]

Wang, B., Li, J., Sun, W., & Luo, D. (2022). Notes on the polytomous generalization of knowledge space theory. Journal of Mathematical Psychology, 109 ,1–5.

[Wasner, 1998]

Wasner, G. (1998). Structure of user interface preferences. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Weißenbacher, 2000]

Weißenbacher, R. (2000). Wissensraumtheoretische Strukturierung eines Computerlehrkurses f?r klassische Mechanik und empirische Validierung. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Wesiak, 1998]

Wesiak, G. (1998). Construction of attribute spaces for personality disorders by querying experts. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Wesiak, 2003]

Wesiak, G. (2003). Ordering Inductive Reasoning Tests for Adaptive Knowledge Assessments: An Application of Surmise Relations between Tests. Unpublished doctoral dissertation, Karl–Franzens–Universität Graz, Graz, Austria. Available: http://psydok.sulb.uni-saarland.de/volltexte/2004/380.

[Wesiak and Albert, 2001a]

Wesiak, G. & Albert, D. (2001). Knowledge spaces for inductive reasoning tests. In K.W. Kallus, N. Posthumus, & P. Jimenez, editors, Current psychological research in Austria. Proceedings of the 4th scientific conference of the Austrian Psychological Society (ÖGP), pp. 157–160, Graz. Akademische Druck- u. Verlagsanstalt.

[Wesiak and Albert, 2001b]

Wesiak, G. & Albert, D. (2001). Ordering inductive reasoning tests based on knowledge space theory. In T. Arnold & C.S. Herrmann, editors, Cognitive Systems & Mechanisms: KogWis 2001. Abstracts of the 5th Meeting of the German Cognitive Science Society, volume 2 of Leipzig Series in Cognitive Sciences, pp. 75–76, Leipzig. Universitätsverlag.

[Wickelmaier, 2002]

Wickelmaier, F. (2002). Empirische Untersuchung zur Erfassung von Wissen durch deterministische und probabilistische Wissensstrukturen. Diplomarbeit, Universität Regensburg, Germany.

[Wickelmaier et al., 2022]

Wickelmaier, F., Heller, J., Mollenhauer, J., & Anselmi, P. (2022). pks: Probabilistic Knowledge Structures. Technical report. R package version 0.5-0.

[Wille, 1999a]

Wille, R. (1999). Formal concept analysis. Electronic Notes in Discrete Mathematics, 2. Abstract of a Tutorial given at the OSDA98, Amherst, MA, September 1998.

[Wille, 1999b]

Wille, R. (1999). Mathematical support for empirical theory building. Electronic Notes in Discrete Mathematics, 2. Abstract of a Talk presented at the OSDA98, Amherst, MA, September 1998.

[Winkelmann, 1995]

Winkelmann, J. (1995). Ein objektorientiertes Maschinenmodell für die Präsentation und Auswertung computergestützter Test– und übungsaufgaben [An object oriented machine model for presenting and evaluating computer supported test and training problems]. Diplomarbeit, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

[Winter et al., 2013]

Winter, L.-C., Albert, D., Dimache, A., Kopeinik, S., Brennan, A., & Roche, T. (2013). Applying pedagogical approaches to enhance learning: Linking self-regulated and skills-based learning with support from moodle extensions. In Tokuro Matsuo, Kiyota Hashimoto, & Sachio Hirokawa, editors, IIAI AAI 2013 — IIAI International Conference on Advanced Applied Informatics 2013, pp. 203–206, Los Alamitos, CA. IEEE Computer Society.

[Wriessnegger, 2000]

Wriessnegger, S. (2000). Cognitive processes and knowledge spaces: An experimental approach of eye movements in solving letter series problems. Diplomarbeit, Karl–Franzens–Universität Graz, Austria.

[Xie et al., 2023]

Xie, X., Xu, W., & Li, J. (2023). A novel concept–cognitive learning method: A perspective from competences. Knowledge–Based Systems, 265 ,110382.

[Yang et al., 2012]

Yang, Y., Leung, H., Yue, L., & Deng, L. (2012). Automatic dance lesson generator. IEEE Transactions on Learning Technoogies, 5 (3) ,191–198.

[Yoshikawa et al., 2016]

Yoshikawa, H., Hirai, H., & Makino, K. (2016). A representation of antimatroids by Horn rules and its application to educational systems. Journal of Mathematical Psychology.

[Zakaria and Zualkernan, 2015]

Zakaria, R. & Zualkernan, I. A. (2015). Using knowledge space theory to personalize teaching for groups of students. In Proceedings of the IEEE 15^th International Conference on Advanced Learning Technologies, pp. 58–60. iEEE.

[Zaluski, 2001a]

Zaluski, A. (2001). Knowledge spaces Mathematica package. In PrimMath 2001 — Mathematica u znanosti, tehnologiji i obrazovanju [Mathematica in Science Technology, and Education] Conference, Zagreb, Sept. 27–28, pp. 287–325.

[Zaluski, 2001b]

Zaluski, A. (2001). Knowledge Spaces Mathematica Package. Unpublished technical report, Institut für Psychologie, Karl–Franzens–Universität Graz, Austria.

[Zhang et al., 2008]

Zhang, D., Albert, D., Hockemeyer, C., Breen, D., Kulcsar, Z., Shorten, G., Aboulafia, A., & Lövquist, E. (2008). Developing competence assessment procedure for spinal anaesthesia. In Seppo Puuronen, Mykola Pechenizkiy, Alexey Tsymbal, & Dah-Jye Lee, editors, Proceedings of the 21^st IEEE International Symposium on Computer–Based Medical Systems, pp. 397–402, Los Alamitos, CA. IEEE Computer Society.

[Zualkerman et al., 2010]

Zualkerman, I., Pasquier, M., Jibreel, M. M., Zakaria, R. S., & Tayem, R. M. (2010). An adaptive learning RPG game–engine based on knowledge spaces. In Proceedings of the 2^nd International Conference on Education Technology and Computer, pp. V2–223–V2–227. IEEE.